UC-NRLF 


3  A*  III 

H3 


THE 


University  of  Minnesota 


AN  HISTORICAL  SKETCH 


DEAN  C.  W.  HALL 


MINNEAPOLIS 
1896 


THE 


University  of  Minnesota 


AN   HISTORICAL  SKETCH 


DEAN  C.  W.  HALL 


MINNEAPOLIS 
1896 


W>3 


•       • •     •      «•      «    • • "         •••• 


An  Historical  Sketch.  '  ' 

By  C.  W.  Hall. 

(This  sketch  was  prepared  for  the  Gopher  of  the  Class  of  '97  and  through  the 
courtesy  of  the  Editors  this  separate  print  is  issued.) 

EXTERNAL  EVENTS—Early  Incidents. 

On  February  25,  1 851 ,  the  Governor  of  the  Territory  of  Minnesota,  Alexander 
Ramsey,  approved  an  act  of  incorporation  by  which  the  University  of  the  Terri- 
tory of  Minnesota  began  its  legal  existence.  The  same  act  located  the  institu- 
tion at  or  near  the  Falls  of  Saint  Anthony.  That  tells  substantially  the  whole 
story  of  its  first  year,  for  at  the  first  meeting  of  the  Board  of  Regents  designated 
in  the  act — Messrs.  Henry  H.  Sibley,  Franklin  Steele,  Alexander  Ramsey,  Isaac 
Atwater,  B.  B.  Meeker,  Socrates  Nelson,  C.  K.  Smith,  William  R.  Marshall,  N.  C. 
D.  Taylor,  Henry  M.  Rice,  Abraham  Van  Vorches,  John  H.  Stevens  and  G.  J.  Y. 
Rhieldaffer— held  the  third  day  of  June  following,  in  the  city  of  Saint  Anthony, 
nothing  but  a  situation  confronted  them.    There  was  no  endowment,  no  money, 


The  Original  University  Building,  Architect's  Ideal,   1SS6. 

had  been  appropriated,  and  the  work  of  the  Board  consisted  in  talk — talking  over 
the  location  of  the  new  institution,  the  raising  of  means  for  its  support,  arousing 
the  interest  of  citizens  and  suggesting  anything  and  everything  to  ensure  the  suc- 
cess of  the  new  enterprise.  Following  this  meeting  came  the  first  gift  to  educa- 
tion which  Minnesota  had  received.  It  was  the  gift  of  Regent  Steele,  formally 
tendered  to  the  Regents  in  1852,  of  a  site  on  which  to  build  the  University. 
Means  were  obtained  for  erecting  a  building  upon  this  ground,  now  occupied  by 
the  Exposition  building  of  Minneapolis.  Under  the  principalship  of  Rev.  E.  W. 
Merrill,  in  November  1851,  the  preliminary  school  of  the  University  was  opened 
to  students.  For  three  years  and  a  half,  with  an  average  attendance  of  sixty 
scholars,  Mr.  Merrill  prosecuted  his  work.  By  the  end  of  this  time  it  was  seen 
that  Franklin  Steele's  gift  was  inadequate  to  meet  even  the  immediate  needs  of  the 
University.  As  the  Regents  looked  forward  and  calculated  the  growth  of  a 
quarter  of  a  century  they  saw  that  more  ground  must  be  secured.      The  city  of 


976356 


•Saint  AifttfcJnjr  was  growing;  hence  it  should  be  secured  at  once.  Accordingly, 
, -with jmojiej;  that  had  been  obtained  from  the  sale  of  certain  lands,  they  purchased 
■  ,t'wehfcy>seveii  "aires  of  the  present  campus.  This  selection  of  a  site  was  in  1854. 
The  sum  of  $6,000  was  paid  for  the  same,  an  amount  which  was  large  at  that 
time.  Until  1856  the  new  territory  was  prosperous  even  beyond  the  expectation 
of  the  most  sanguine  settlers,  who  had  come  here  from  New  England  to  establish 
their  homes  in  a  territory  declared  by  the  government's  exploring  officers  of  the 
'30s  to  be  uninhabitable,  save  for  Indians  and  herds,  and  to  be  unproductive  except 
for  a  few  of  the  hardiest  cereal  crops. 


The  Original  Vniversity  Building  ;ts  It  Exists  Today. 


Accordingly,  in  1856,  there  was  begun  upon  the  campus  the  erection  of  the 
University  building.  The  plans  for  this  building,  as  outlined  by  the  architect  duly 
appointed  by  the  Regents,  would  do  credit  to  the  most  sanguine  millionaire  in 
founding  the  University  of  today.  The  structure  was  to  consist  of  a  main  part  of 
lour  stories  over  a  high  basement,  and  two  wings,  each  of  three  stories,  over  a 
high  basement,  the  whole  to  be  277  feet  in  length  Deciding  at  first  to  erect  only 
a  part  of  the  magnificent  structure  proposed,  the  Regents,  with  the  few  thousand 
dollars  then  on  hand,  entered  upon  their  work.  They  were  urged  to  do  it  both  by 
their  own  large  views  of  what  the  territory  was  to  become  and  by  the  clamors  of 
people  who  were  not  disposed  to  see  funds  lying  in  the  territorial  treasury  unused 
at  a  time  full  of  such  large  needs  for  expenditure  and  grand  opportunities  for 


growth.  The  work  of  construction  began;  so  too  did  those  financial  movements 
which  resulted  in  disaster  and  ruin  not  only  to  the  enterprise  so  auspiciously  begun, 
but  to  the  fortunes  and  prospects  of  some  of  the  Regents  themselves  and  many 
steadfast  friends  of  the  University.  In  the  wild  and  unreasonable  effort  of  distress 
to  place  blame  at  some  responsible  door,  the  Regents  were  charged  not  only  with 
lack  of  judgment  but  even  with  a  criminal  misappropriation  of  public  funds.  An 
investigation  was  demanded  and  made.  Its  result  was  the  full  exoneration  of 
the  Board. 

In  all  these  troublous  times  the  Regents  never  lost  sight  of  the  purposes  of 
the  University.  In  the  spring  of  1858  a  second  attempt  to  open  the  institution 
was  made.  Mr.  Barber,  a  competent  instructor,  was  employed  to  take  charge  of 
the  preparatory  department.  At  the  expiration  of  six  months  the  school  was 
discontinued  because  the  attendance  was  so  small  that  tuitions  would  not  half 
meet  the  expenses. 

In  1860  the  institution  by  legislative  enactment  was  entirely  reorganized  and 
placed  under  a  new  Board  of  Regents— Alexander  Ramsey,  President;  William  R. 
Marshall,  Edward  1).  Neill,  Jared  Benson,  John  M.  Berry,  Edward  0.  Hamilton, 
Uriah  Thomas  and  William  M.  Kimball.  But  the  state  was  not  ready  to  take  up 
educational  work;  the  War  of  the  Rebellion  and  the  Sioux  Indian  outbreak  held  in 
abeyance  all  considerations  beyond  those  of  immediate  necessity.  A  heavy  debt 
had  accumulated;  the  rate  of  interest  in  those  days  was  from  12  to  24  per  cent  ; 
with  no  resources  save  lands  which  could  not  be  sold,  the  situation  was  daily  more 
alarming. 

Itwas  more  than  seven  years  before  Minnesota,  which  meanwhilehad  becomea 
state,  felt  ready  again  to  resume  the  work  of  developing  higher  education.  In  the 
stress  of  events  incident  to  the  financial  crash  of  1857  followed  bv  the  War  of  the 
Rebellion  and  the  Indian  outbreak,  the  endowment  of  land  made  to  the  territorv 
bad  been  swept  away  and  the  appropriation  due  to  Minnesota  under  the  Morrill 
Act  of  1862  was  in  jeopardy. 

In  1864  a  commission  was  created  by  the  Legislature.  This  enactment  was 
an  act  of  salvation.  John  S.  Pillsbury,  John  M.  Nicols  and  Orlando  C.  Merriman 
were  appointed  to  sell  lands  and  pay  debts  until  the  last  dollar  had  been  met. 
Their  work  was  not  accomplished  before  1867,  in  which  year  the  situation  was 
so  promising  that  the  Legislature  appropriated  money  for  the  renovation  of  the 
long  unused  building. 

Something  had  been  saved,  and  on  March  i),  1867,  the  Legislature  voted  its 
first  cash  appropriation  for  higher  education — $15,000,  to  repair  and  furnish  the 
University  building,  which  since  the  50's  had  stood  unoccupied  and  crumbling. 
In  October  of  that  year  Principal  W.  W.  Washburn  and  two  assistants  began 
teaching.  These  assistants  were  Gabriel  Campbell  and  Ira  Moore.  A  goodly 
numberof  students,  chiefly  from  the  families  in  the  neighborhood  of  the  University, 
enrolled  themselves  in  the  new  school.  The  work  of  this  preparatory  department 
was  carried  on  for  two  years  with  such  eminent  success  and  satisfaction 
that  it  was  felt  by  the  Regents  that  the  time  had  come  to  enlarge  the  field 
of  instruction  and  correspondingly  to  increase  the  teaching  force. 

Among  the  perplexities  of  the  Regents  in  early  days  some  of  the  most  annoy- 
ing were  associated  with  their  efforts  to  maintain  their  charge  as  an  educational 
institution.  For  instance,  it  was  through  the  shrewd  movements  and  decisive 
vote  of  one  man  that  the  state  was  once  spared  the  conversion  of  the  institution 
into  an  asylum  for  the  insane. 

—  5  — 


Another  question  had  to  be  answered  at  this  point  in  the  history  of  the  insti- 
tution, viz.,  whether  co-education  should  be  allowed.  The  Faculty  brought  the 
traditions  of  American  colleges  to  bear.  The  Regents  representing  the  Common- 
wealth voted  the  spirit  of  the  Constitution  into  the  University,  and  since  that 
date  the  question  of  sex  has  never  been  raised  except  in  the  debating  societies. 

The  decision,  which  appears  to  have  been  reached  before  President  Folwell's 
arrival,  was  ably  supported  by  him  in  the  following  inaugural  words :  "  The  Uni- 
versity .  .  .  exists  for  the  benefit  of  society,  not  merely  for  that  of  individuals. 
Whether  male  or  female,  .  .  .  the  doors  of  its  auditoria,  its  laboratories,  its 
library  stand  open  to  all  worthy  comers;  that  is,  to  all  persons  of  good  fame,  who 
prove  themselves  competent  to  hear  and  receive  its  lessons." 

Both  before  and  some  time  after  this  point  in  its  history  the  University  had 
been  hampered  by  political  influences;  these  influences  grew  up  because  there  was 
money  to  be  expended.  Everywhere  that  such  a  condition  exists,  the  politician  is 
on  hand  and  the  early  days  in  the  history  of  the  University  of  Minnesota  are  no  ex- 
ception to  universal  experience.  But  the  Regents  stood  firm  in  their  convictions 
thateducation  should  not  be  hampered  by  political  orselfish  desires.  Theconstitu- 
tion  had  already  declared  it  free  of  sectarianism  or  other  religious  interference,  and 
it  remained  with  the  Board  further  to  insist  upon  perfect  freedom  from  political 
intrigue.  In  this  position  they  were  supported  by  the  educated  men  of  the  state 
and  those  were,  for  a  young  commonwealth,  many  and  strong.  So  well  did  the 
Regents  succeed  in  maintaining  their  position  that  no  influence  of  this  kind  has 
for  years  been  seen.  A  proposition  practiced  by  Governor  Pillsbury  that  no  man 
should  be  appointed  to  an  office  of  responsibility  and  trust  in  the  State's  affairs 
who  had  not  proved  his  fitness  therefor  by  the  successful  management  of  his  own 
personal  affairs,  has  been  felt  in  the  Capitol  since  Governor  Pillsbury's  six  years' 
service  as  chief  executive. 

A  serious  difficulty  confronting  the  Regents  was  that  of  starting  aright  in 
entering  upon  their  work  of  founding  a  university.  The  first  necessity  of  such  an 
enterprise  was  the  selection  for  the  presidency  of  a  man  of  courage,  persistency, 
caution,  bright  scholarship  and  a  large  view  of  the  future.  It  was  essential  that 
such  a  man  be  found  to  serve  as  pilot  and  guide  in  holding  the  institution  to  a 
steady  policy  of  intellectual  progress.  The  first  duty  of  a  president  thus  chosen  is 
to  mark  out  a  reasonable  and  fair  policy,  and  direct  the  energies  of  the  administra- 
tion to  its  proper  and  legitimate  enforcement.  In  viewingthe  history  of  educational 
movements  it  is  seen  that  all  reforms  have  begun  in  the  higher  fields — those  of 
knowledge  and  research — and  thence,  like  rays  of  light,  have  penetrated  down- 
wards through  the  great  mass  of  human  society,  until  the  plane  of  thee  very-day  in- 
terests of  life  has  become  illumined.  The  condition  requisite  of  success  in  an 
educational  movement  is  that  it  be  adapted  to  the  conceptions  and  judgment 
of  the  people  to  be  educated.  Another  is  that  it  be  pushed  only  at  such  speed 
that  the  community  may  keep  pace  understandingly,  without  chafing  and  un- 
rest. The  man  for  such  a  work  was  found  in  President  Folwell,  and  the  policy 
upon  which  he  settled  after  months  of  careful  study  and  consultation  with  some 
of  the  foremost  educators  in  the  country,  was  published  in  its  general  features  as 
the  action  of  the  Regents  in  the  early  reports  of  the  Board. 


The  Greenhouses. 


The  drowth  of  the  Campus. 

It  is  not  necessary  to  describe  again  the  gift  of  Franklin  Steele  to  the  l?ii'- 
versitv.  March  3d,  1854,  the  Regents  decided  to  purchase  a  lot  of  land  owned  by 
Messrs.  George  and  Taylor  and  thereon  locate  the  new  university.  That  lot  com- 
prised twenty-seven  acres  of  the  present  Campus.  It  reached  from  the  bank  of 
the  river  to  University  avenue,  but  unfortunately  extended  along  University  ave- 
nue less  than  twelve  rods.  The 
price  paid  for  this  was  $6,000. 
On  the  inauguration  of  plans 
for  building  in  the  early  70's,  it 
was  seen  that  a  greater  frontage 
was  essential.  Governor  Pills- 
bury  purchased  by  his  own 
means  the  thousand  feet  along 
University  avenue  platted  as 
Thatcher's  Addition,  and  held 
it  until  the  State  could  appro- 
priate funds  to  reimburse  him. 
This  was  done  in  February, 
1877  and  the  most  essential 
part  of  the  Campus,  a  beautiful  frontage,  was  secured  from  Twelfth  avenue  to 
Seventeenth,  at  an  expense  of  $18,000.  Soon,  even  this  enlargement  was  found 
to  be  insufficient  for  the  prospective  needs  of  the  immediate  future.  Again,  the 
phenomenal  growth  of  the  cities,  Minneapolis  and  Saint  Paul,  warned  the 
Regents  that  what 
was  done  must  be 
done  quickly.  An- 
other appropria- 
tion for  enlarging 
the  Campus  was 
asked  and  granted 
March  10,1879,  of 
$20,000.  The  next 
request  for  more 
ground  was  re- 
ceived by  the  legis- 
lature and  ap- 
proved in  voting 
February  24, 1 884, 
the  sum  of  $20,- 
000  in  addition  to 
the  ordinary  Uni- 
versity budget. 
The  final  addition 
to     the      grounds 

was  made  two  years  ago  by  the  gift  of  the  late  Hon.  Richard  Chute,  who  had 
served  for  some  years  and  at  two  different  times  as  a  Regent.  The  gift  consists 
of  a  narrow  strip  extending  on  the  south  side  of  University  avenue  from  Eleventh 
avenue  southeast  eastward.  It  has  given  that  finish  to  the  westward  extension 
of  the  grounds,  possible  only  when  a  street  frontage  is  secured. 

—  7— 


The  Plant  House. 


A   Touchdo  \ 


Save  in  the  erection  upon  it  of  the  buildings,  this  piece  of  ground  remained 
almost  as  nature  left  it  until  1 894.  In  that  year  the  grounds  were  laid  out  by  a 
distinguished  landscape  gardener  and  the  legislature  appropriated  $12,500  the 
following  winter  for  their  improvement.   Accordingly  drivewayshave  been  opened, 

stone  sidewalks  have  been  laid,  the 
surface  has  been  graded,  and  a  well- 
planned  system  of  improvements  has 
been  begun.  Representing  a  total 
cost  to  the  state  of  less  than  $80,000, 
it  stands  at  current  prices  for  several 
times  that  amount.  It  was  planned 
in  the  80's  to  make  the  Campus  a 
grand  Arboretum  in  which  to  grow 
every  tree  and  shrub  that  would 
thrive  in  the  state.  The  project  was, 
for  practical  reasons,  given  up  almost 
before  any  work  and  experimentation 
in  that  direction  had  been  instituted. 
After  the  decision  to  open  teaching 
colleges  of  law  and  medicine,  it  was 
soon  realized  that  this  ground  would  be  needed  for  the  rapidly  developing 
lecture-room  and  laboratory  work  of  the  institution.  The  group  of  buildings 
which  has  sprang  up  as  by  magic,  even  now  proves  the  wisdom  of  the  step  then 
taken. 

The  Campus,  enlarged  by  these  several  increments,  contains  fifty  acres.  It  is 
of  magnificent  extent 
and  surpassingly  beau- 
tiful in  situation  for  a 
seat  of  learning.  It 
stands  in  the  very  heart 
of  a  flourishing  commer- 
cial and  business  center. 

The  Agricultural  Col- 
lege Farm. 

In  accordance  with  the 
requirements  of  the  act 
of  reorganization, the  Re- 
gents in  1868  purchased 
the  Agricultural  College 
Farm,  a  quarter  of  a 
mile  east  of  the  original 
University  Campus.  All 
preliminary  arrange- 
ments were  made  and 
the  Regents  announced  that  "so  soon  as  the  farmers  send  us  a  sufficient  number 
of  their  sons,"  this  department  of  the  institution  would  be  in  a  flourishing  condi- 
tion. Many  lines  of  experimentation  were  entered  upon  during  the  subsequent 
years.     Between  1875  and  1880  great  activity  was  sTiown  by  Professor  Lacy. 


S         -s  ■ 

A 

l^Tipiiiijn'riiisL 

ir.vxU^ni 

The  Barn. 


Recognizing  the  unfavorable  conditions  as  to  soil  and  drainage,  he  early  advised 
removal  to  a  more  favorable  locality. 

Such  removal  was  not  effected  in  his  day.  When  his  successor,  Professor 
Edward  D.  Porter,  came,  in  1881  and  had  devoted  a  year  to  investigation,  he  rec- 
ommended that  the  farm  be  sold  and  a  new  one  with  good  soil  be  purchased;  that 

the  Campus  be  utilized  as 
an  illustrative  Arboretum 
and  horticultural  grounds ; 
that  farmers'  lecture  courses 
be  pushed  to  every  commu- 
nity in  the  state  and  other 
important  lines  of  work  be 
organized  and  operated. 
While  Professor  Porter's 
tireless  energy  was  felt  in 
every  line  of  work  within 
the  College,  his  special  ambi- 
tion was  to  organize  and 
A   Farmhouse.  ,        ,         ,,      «•      .  ~.  „ 

develop  a  First  Class  Ex- 
periment Station."  And  of  such,  indeed,  he  succeeded  in  laying  the  foundations. 
Upon  this  foundation  one  of  the  best  and  most  successful  experimental  farms  and 
experimental  stations  in  the  country  has  been  built  up. 

The  Regents  obtained  authority  from  the  legislature,  in  1881.  and  sold  the 


The  General  Museum — Geology  and _Mineralogy . 

farm  by  platting  it  into  two  hundred  and  eighty-one  lots  as  the  Regents'  Addition 
to  Minneapolis,  and  auctioning  the  same  at  public  sale.  About  $150,000  was 
thus  realized  from  an  original  investment  of  $8,000  and  some  lots  are  still  on 
hand.  The  sale  of  the  Minnetonka  fruit  farm  authorized  by  the  legislature  of 
1889,  has  made  possible  still  other  advances.    Such  helps  secured  through  the 


—  10  — 


advance  in  values  can  be  realized  only  in  the  vicinity  of  dense  population  and  large 
commercial  interests.  With  the  sum  realized  the  present  magnificent  farm  of 
two  hundred  and  fifty-lour  acres  has  been  purchased,  farm  house  and  barn  erected, 
equipment  and  every  facility  for  research  work  provided,  and  all  without  the 
appropriation  of  a  single  dollar  by  the  state. 

The  Geological  and  Natural  History  Survey. 

An  important  adjunct  of  the  scientific  work  of  the  University  is  the  Geological 
and  Natural  History  Survey  of  the  State.  This  was  organized  in  1872  and  placed 
under  the  direction  of  the  Board  of  Regents.  It  still  continues— a  quarter  of  a 
century  of  scientific  research  conducted  by  a  state  upon  its  own  domain.  The 
original  cost  of  this  work  was  $1,000  per  year;  this  was  soon  increased  to  $2,000, 
and  in  1875,  and  subsequently,  a  quantity  of  Salt  Spring  lands,  38,643  acres,  was 
turned  over  to  the  Regents  to  be  disbursed  in  accordance  with  the  law  ordering 
the  survey.  This  land  at  the  minimum  price  of  $5.00  per  acre,  for  which  it  could 
be  sold,  will  eventually  enable  the  Regents  to  realize  over  $200,000.    The  amount 

already  sold  has 
brought  over  $75,000. 
The  cash  appropria1 
tions  which  the  state 
has  at  various  times 
voted  for  the  mainte- 
nance of  this  work 
amount  at  date  to 
$50,000,  not  including 
cost  of  printing. 

The  survey  is  com- 
prehensive in  its  scope. 
The  fields  of  investiga- 
tion named  in  the 
original  act  are  geol- 
ogy, botany,  zoology 
and  meteorology. 
Two  maps,  a  geologic 
and  topographic,  were  also  provided  for;  the  latter,  on  approval,  to  become 
the  official  map  of  the  state.  A  museum  was  also  contemplated,  which  should 
exhibit  to  the  people  of  the  commonwealth  in  an  orderly  and  scientific  way 
its  natural  resources  as  discovered  by  the  survey. 

The  geological  exploration  of  the  state  was  first  prosecuted.  Botany,  zool- 
ogy, meteorology  and  topography  are  to  follow,  in  order,  unless  economy  and 
efficiency  can  be  secured  by  joint  operations.  The  results  of  these  investigations 
thus  far  available,  are  to  be  found  in  a  series  of  annual  reports  covering  almost  a 
quarter  of  a  century  of  geologic  work;  three  volumes  of  the  final  report  on  the 
geology  of  the  state;  two  brief  reports  of  the  State  Zoologist,  accompanied  by  a 
study  of  the  birds  of  Minnesota  by  Dr.  P.  L.  Hatch,  and  a  synopsis  of  the  Entomos- 
traca  of  Minnesota  by  C.  L  Herrick  and  C.  H.  Turner;  one  report  of  the  State 
Botanist,  containing  an  exhaustive  review  of  the  Metaspermre  of  the  Minnesota 
i river  valley;  a  series  of  bulletins,  containing  geological,  botanical  and  zoological 
papers,  besides  many  scientific  papers  from  less  comprehensive  fields  of  study. 


The  General  Aluscum — A  Zoological  Alcove. 


The  steadiness  of  purpose  which  from  the  first  has  been  a  marked  feature  of  the 
government  of  the  University,  has  held  the  Geological  and  Natural  History  Survey 
to  its  work.  After  twenty-five  years  of  uninterrupted  research,  a  still  longer 
period  of  useful  investigation  lies  before  the  several  departments  of  the  University 
charged  with  the  prosecution  of  this  work  thus  far  so  successfully  carried  on. 

Grants,  Appropriations  and  Gifts. 

The  first  condition  of  success  in  the  development  of  any  institution  is  the 
financial  one.  It  is  well  at  this  point  to  note  with  what  resources  the  University 
has  been  endowed.    They  have  been  derived  from  three  sources. 

First,  Congressional  appropriations;  Second,  Legislative  appropriations; 
Third,  Individual  gifts  and  endowments. 

Congressional] 
Appropriations. 

The  Congress, 
in  February,  1851 , 
one  day  after  the 
approval  by  Gov- 
ernor Ramsey  of 
the  legislative  act 
creating  the  Uni- 
versity of  the  Ter- 
ritory of  Minne- 
sota authorized 
the  Secretary  of 
the  Interior  to  set 
apart  two  town- 
ships.  46,080  acres. 
for  the  use  and  sup- 
port of  the  Univer- 
sityof  the  Territory 
of  Minnesota.  In 
1857  there  was  ap- 
propriated an  ad- 
ditional two  town- 
ships consisting  of 
a  like  amount.    In 

1  862  the  historic  Morrill  bill  made  a  grant  to  the  State  of  Minnesota  of  120,000 
acres.  In  1887,  $15,000  annually  was  appropriated  for  the  establishment  and 
maintenance  of  an  Agricultural  Experiment  Station.  In  1890,  $15,000  annually 
was  appropriated,  also  for  agriculture,  with  an  additional  $1 ,000  each  year  until 
the  total  should  reac,n  $25,000,  at  which  figure  the  appropriation  shall  stand 
until  otherwise  ordered  by  Congress. 

Of  the  above,  much  of  the  earlier  grants  was  swept  away  in  the  financial  dis- 
asters preceding  and  attending  the  civil  war.  The  few  hundred  acres  saved  from 
these  and  the  lands  accruing  under  the  Morrill  bill  have  substantially  all  been  sold 
and  the  sum  invested  in  interest-bearing  securities.  This  interest, with  the  $36,000 
a  year  under  the  appropriation  acts  of  1887  and  1889,  represents  the  income  from 
government  grants  and  appropriations. 

—  l^  — 


The  t-encrnl  Museum — The  Herbarium. 


State  Appropriations.  It  can  be  said  to  the  glory  of  the  commonwealth  that 
whenever  called  upon  by  the  Regents,  aid  has  been  voted  without  complaint  and 
with  practical  unanimity,  to  the  lull  extent  of  the  request  or  to  the  last  dollar  the 
state  could  properly  command  in  support  of  the  institution.  Some  of  the  more 
important  special  appropriations  may  be  summarized  : 

Between  1867  and  1881  for  construction  : 

1867.     Repairing  the  University  building $15,000 

1870.     Further  repairs  on  the  building 10,000 

1S73.     Appropriation  for  erecting  a  front  part  to  the  same,  and  a  building  for 

College  of  Agriculture 50,000 

1881.     A  six  years'  appropriation,  of  $30,000  per  year ...     180,000 

$255,000 
Owing  to  calamities  which  befell   the  state,  the  last  appropriation  was  not 

drawn  upon  until  1883  and  following  years. 

Between  1891  and  1895  for  construction  : 

1891.     Appropriation  for  Departments  of  Law  and  Medicine $   8O.000 

1893.  "  "  Library  and  Assembly  Hall 175.000 

1*93.  "  "  Workshops  at  the  Farm 30.000 

If  95.  •'  '.'  Dining  Hall  at  the  Farm 42,000 

1896.  "  •'  Dairy   Hall 15,000 

1895.  "  •'  Blacksmith  Shop 7,000 

1H96.  "  Laboratory  of  the  Medical  Sciences 40,000 

1895.  "  "  Astronomical  Observatory 10,000 

1895.  "  •'  The  Armory 75,000 


Total,     $474,000 

It  will  be  noted  that  there  was  appropriated  for  new  buildings  between 
1891  and  1895  more  than  twice  as  much  as  during  all  the  preceding  years.  If 
1884-,  the  year  in  which  the  change  in  administration  occurred,  be  taken  as  the 
divide,  only  $114,000  had  been  actually  expended,  while  since  that  date  $620,000 
represents  the  state's  investment  in  buildings  alone,  or  more  than  five  times  the 
earlier  amount. 

For  the  libraries : 

1891.     Appropriation  lor  the  several  libraries $10,000 

1895.  "  "         General   Library 20,000 


Total,     $30,000 

Some  special  appropriations: 

1  89  I .     A  ppropriatlon  for  establishing  the  School  of  Mining  and  Metallurgy $0,000 

1891.                                     "     opening  a  Department  of  Pharmacy  5,000 

1891.  "     salaries,  Electrical  Engineering  and  Mining,  annually..  4,500 

1895.  "     maintenance,  School  Mining  and  Metallurgy,      '*        ..  5,000 

Some  points  to  be  noted  in  the  appropriation  by  the  State  from  year  to  year 
are  as  follows:  In  1878  an  annual  tax  of  one-tenth  of  a  mill  was  voted  with  an 
assessed  valuation  that  year  of  nearly  $230,000,000.     But  in 

1881  the  income  was  insuibcient,  and  there  was  added $  23,000 

1885  The  sum  appropriated  was  increased  per  year  to 35,000 

1887  the  sum  appropriated  for  annual  support  was  changed  to 50,000 

1889  there  was  voted  for  additional  allowance 25,000 

1893  a  tax  of  3-20  mill  was  voted;  assessed  valuation  for  that  year  about     635,000,000 
1895  an  urgent  deficiency  bill  added 60,000 

The  significance  of  the  foregoing  lies  in  the  fact  that  the  University  has  grown 
at  such  a  rapid  and  uninterrupted  rate  that  even  "the  oldest"  legislator  has  not 

—  13  — 


been  able  since  1880  to  appropriate  enough  for  its  needs,  even  by  voting  at  three 
different  times  a  special  additional  amount.  At  the  present  time  a  deficiency-  is 
throwing  its  shadow  across  the  path  of  the  Regents.  The  total  of  all  current  ex- 
penses from  1867  to  the  close  of  the  year  1895-6,  a  period  of  thirty  years,  will  not 
be  far  from  $ 2,700,000.  The  total  yearly  enrollment  for  the  same  time  will  reach 
19,139.  The  average  cost  per  student,  per  annum,  to  the  State  is,  therefore, 
$141.12.  If  the  year  1884  again  be  taken  as  a  dividing  line  between  two  groups 
of  figures,  we  shall  have : 

Current  expenses  of  the  University,  1867-1884 $     656.839.65 

Total  yearly  enrollment,  1867-188* 5,163 

Average  annual  cost  per  student 126.44 

Current  expenses,  1885-1896 2,043,777.89 

Total  yearly  enrollment,  1885-1896 13,976 

Average  annual  cost  per  student 146.27 


The  Students'  Christian  Association  Building;. 

It  may  properly  be  mentioned  that  over  forty-two  per  cent  of  the  total  enroll- 
ment up  to  1884  consisted  of  preparatory  students.  Absolute  accuracy  in  the 
above  calculations  is  impossible,  because  some  of  the  early  current  expenses  were 
mingled  with  building  and  repair  accounts,  and  some  of  the  Geological  and  Nat- 
ural History  Survey  expenses  cannot  be  separated  from  University  items.  Again, 
many  students  are  here  for  only  a  portion,  great  or  small,  of  the  University  year. 

In  1851,  when  the  University  was  first  thought  of  as  a  possible  power  in  the 
development  of  the  future  commonwealth,  the  size  and  cost  of  such  an  institution 
were  not  dreamed  of.  State  universities  were  scarcely  known  at  that  time,  and 
none  of  them  were  expensive.  Michigan  was  only  a  few  years  old  and  thus  seemed 
chiefly  a  promise.  Quantum  tempora  mutaverunt!    The  University  was  originally 


-15  — 


established  on  "the  proceeds  of  all  land  that  may  hereafter  be  granted  by  the 
United  States." 

Individual  Gifts  to  the  University.  The  first  gift  of  this  character  was  that  of 
Franklin  Steele,  already  noted.  In  1857  and  thereabouts  there  were  made  many 
loans,  subscriptions  and  gifts  by  individual  members  of  the  Board  of  Regents  and 
citizens  resident  in  Minneapolis.  These  reached  a  total  of  a  few  thousand  dollars. 
In  1872  there  was  donated  by  t.ie  friends  of  the  University  the  sum  of  $720 
towards  securing  for  the  museum  a  series  of  Ward's  casts  of  fossils.  From  the 
establishment  of  the  general  library  to  the  present  time  many  books,  pamphlets 
and  manuscripts  have  been  presented  and  bequeathed  to  this  department  of  the 
I  'ni versity  work.  The  total  number  of  accessions  of  this  character  now  amounts 
to  hundreds  of  titles. 

The  alumni  of  the  University  in  1887  created  an  Alumni  Fellowship  which  has 
been  maintained  up  to  the  present  time  by  personal  subscriptions.  This  fund 
pays  $250  per  vear,  and  through  its  expenditure  a  succession  of  Fellows  in  various 


Y.  M.  C.  A.  Reading  Room. 


scientific  and  literary  lines  has  been  ensured.  In  1893  the  Albert  Howard  Schol- 
arship was  bequeathed  which  yields  about  $160  a  year  for  such  recipient  as  the 
Executive  Committee  shall  designate  on  recommendation  of  the  general  Faculty. 
In  1892  the  friends  of  the  late  Professor  Moses  Marston  endowed  a  scholarship 
in  English  which  is  annually  awarded  to  deserving  scholarly  attainment  in 
English  language  and  literature.  The  class  of  1889  contributed  funds,  the  income 
of  which  should  be  devoted  to  the  payment  of  an  annual  memorial  prize  in 
history.  In  1895  a  College  Fellowship  was  announced  in  the  College  of  Engineer- 
ing, Metalluigy  and  the  Mechanic  Arts  to  yield  $200  annually.  In  1891  the 
Gillette-Herzog  Manufacturing  Company,  of  Minneapolis,  offered  for  competition 
by  the  students  of  the  College  of  Engineering,  Metallurgy  and  the  Mechanic  Arts 
two  prizes:  The  first,  $50  and  a  gold  medal;  and  the  second,  $30  and  a  gold 
medal.    Theses  in  competition  are  admitted  from  mechanical,  structural,  munici- 


pal  and  electrical  engineering  lines.  The  prizes  have  been  most  earnestly  competed 
for  by  the  students  of  the  successive  classes.  They  are  of  great  importance  in 
encouraging  engineers  to  the  most  careful  and  scientific  work  in  preparation  01 
original  designs. 


Ore-Testing  and  Aiming  Laboratories. 

We  now  pass  to  another  class  of  gifts.  In  1885  and  following  years  the 
Christian  friends  of  the  University  throughout  the  state  subscribed  for  the  erec- 
tion of  a  building  for  the  Students'  Christian  Association  the  sum  of  $12,000. 

which  structure  should  be 
consecrated  as  the  head- 
quarters of  all  Christian 
work  and  enterprise  radi- 
ating from  the  institution. 
The  movement  leading  to 
this  was  begun  some  time 
before  the  active  canvass 
of  1885  and  1886  when  the 
sum  necessary  for  the  con- 
struction was  reached.  The 
building  was  dedicated,  free 
of  debt,  in  1887.  Among 
the  largest  givers  stand  the 
names  of  Thomas  Lowry, 

with    $2,500;     Fred   Mar- 
The  Furnace  Room.  ,      „,  _  „„_      „■  ,        , 

quand,    $2,000;    Richard 

Chute,  $1,000;   John   S.  Pillsbury.  $1,000;  H.  G.  Harrison,  $500;  Chas.  A.  Pills- 

bnrv,  $500;  Cyrus  Northrop,  $500.    About  $1,450  was  raised  in  St.  Paul,  but 

the  names  of  the  donors  are  not  at  hand. 


1  1 

I      {             I   §        1  If 

■18  — 


In  1892,  through  a  committee  consisting  of  E.  M.  Johnson,  P.  D.  McMillan, 
Geo.  H.  Warren,  las.  R.  Thorpe  and  S.  C.  Gale,  the  citizens  of  Minneapolis  gener- 


laboratories  of  the  School   of   Mining   and   Metallurgy. 


I'Hlsbury  Hall. 

ously  subscribed   over  $">,000  for   the  erection  01  the  Ore-Testing  and  Milling 

Architect  Harry  W. 
Jones  gave  the  plans 
for  the  building.which 
now  affords  facilities 
for  students  in  mining 
superior  to  those  of 
any  other  institution 
in  the  United  States. 
Theequipmentofthese 
laboratories  issuperb. 
The  entire  plant  cost 
about  $17,000. 

In  1884  Hx-Gov- 
ernorjohn  S.  Pillsbury 
endowed  the  institu- 
tion with  his  munifi- 
cent gift,  Pillsbury 
Hall,  equipped  and  fur- 
nished for  work  in  nat- 
ural history.  This  is 
by  far  the  noblest  gift 
to    education    within 


Pillsbury  Hall— The  Aquaria. 


the  history  of  the  state.    It  is  doubly  prized  by  the  community  because  it  came  at 
a  time  when  the  University  was  in  sore  need  and  when  the  state,  in  distress  for 


want  of  funds,  could  not  meet  a  need  so  plainly  seen.  At  this  time  there  were  a  few- 
misguided  citizens  who  urged  the  separation  of  the  Agricultural  College  from  the 
other  departments  of  the  University.  Since  it  was  through  Regent  Pillsbury 's  ef- 
orts  that  this  union  had  been  brought  about  and  maintained  for  so  many  years, 
it  was  but  natural  that  he  should  in  tendering  the  gift  express  his  heart's  desire 
that  the  union  might  be  lasting  and  ask  that  Pillsbury  Hall  might  become  the 
seal  of  a  mutual  pledge.  In  recognition  the  legislature  passed  a  fitting  preamble 
and  resolutions,  and  through  a  large  legislative  committee  placed  them  in  the 
donor's  hands.    They  follow: 

Whereas,  We  recognize  with  gratitude  the  long  and  valued  services  rendered 
to  our  State  University  by 

Honorable  John  S.  Pillsbury 
Whereas,   Information  has  been  conveyed  to  this  Legislature  by  him  of  his 
purpose  to  donate  to 

The  University  of  Minnesota 

a  sum  of  money  aggregating  one  hundred  and  fifty  thousand  dollars;  therefore, 

Resolved,  By  the  House  of  Representatives,  the  Senate  concurring,  that  for 
this  large  and  munificent  donation  we  tender  to  Mr  Pillsbury  this  expression  of 
our  sincere  gratitude. 

Resolved.  That  we  accept  this  splendid  gift  with  the  solemn  assurance  of  this 
Legislature  that  the  unity  of  the  several  departments  of  the  University  shall 
always  be  preserved,  and  that  the  Agricultural  College  shall  be  maintained  as  an 
important  department. 

Resolved,  That  we  hereby  convey  the  individual  pledges  of  the  members  of  this 
Legislature  that  the  interests  of  the  University  shall  be  carefully  guarded  in  the 
future. 

The  foregoing  was  signed  by  the  President  of  the  Senate,  Speaker  of  the  House 
of  Representatives  and  the  individual  members  of  the  Senate  and  House  coin 
mittees. 

Another  gift,  that  of  Honorable  Frederick  Weyerhauser,  is  the  guarantee  of 
the  salary  of  the  Professor  of  Semitic  Languages  and  History  for  the  period  of 
five  years,  beginning  with  the  year  1895-96. 

Thus  it  is  seen  that  for  an  institution  which  has  not  graduated  its  twenty- 
fourth  class,  the  University  of  Minnesota  indeed  has  many  loyal  and  warm- 
hearted, generous  friends. 

INTERNAL  AFFAIRS. 

We  shall  now  discuss  those  incidents  in  the  internal  life  of  the  University 
which  have  had  a  moulding  effect  in  its  development  as  an  institution  of  learning 
and  as  the  central  educational  plant  in  the  intellectual  development  of  Minnesota. 
It  has  been  truly  said  that  the  difference  between  a  college  and  university  is 
always  one  of  aim.  The  college  devotes  itself  to  the  academic  schooling  of 
young  men  and  women  ;  the  university  must  exert  itself  in  every  field  of  intellect- 
ual activity  which  its  environment  projects.  This  consideration  has  controlled 
the  growth  of  the  University  to  a  larger  degree  than  has  been  the  case  in  any 
other  institution  of  learning  in  America.  That  was  the  real  issue  in  the  memor- 
able contest  over  the  "Plan  of  Organization"  in  the  early  70's,  although  it  is 
doubtful  whether  the  men  who  fought  against  the  plan  realized  it.  The  Univer- 
sity idea  predominated.     And  it  is  the  University  idea  peculiar  to  America;   not 


that  of  England  with  its  emphasis  on  culture  and  classical  breadth,  nor  oi' 
Germany  with  its  erudition,  but  the  real  American  idea  of  capability;  that  is, 
that  he  who  educates  himself  to  do  the  most,  whatever  be  his  line  of  activity, 
educates  himself  into  the  best  condition  of  American  citizenship. 

The  act  of  1860  providing  for  the  government  and  regulation  of  the  Univer- 
sity directed  that  thtre  should  be  attached  a  Collegiate  Department  in  which 
regular  college  classes  should  be  formed.  The  reorganization  net  of  February  18, 
1868,  now  regarded  as  the  Charter  of  the  University,  further  provided  for  the 
establishment  of  five  or  more  colleges  or  departments:  First,  a  department  of 
Elementary  Instruction ;  second,  a  College  of  Science,  Literature  and  the  Arts; 
third,  a  College  of  Agriculture  and  the  .Mechanic  Arts,  including  Military  Tactics; 
fourth,  a  College  or  Department  of  Law,  and  fifth,  a  College  or  Department  of 
Medicine. 


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—" — ""-"a^^M 

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i               "*"     .<8t — 

Il^-li*1    " 

-     .. . 

, 

The  University  Book  Store. 

The  department  oi  Elementary.  Instruction  had  already  been  in  successful 
operation  since  October  7,  preceding  under  the  designation  of  Preparatory 
Department.  Upon  the  arrival  of  Col.  Folwell  in  1869,  a  careful  study  of  the 
situation  was  made  by  him.  eminent  educators  were  constdted  and  a  proposition 
marked  out  and  laid  before  the  Regents.  This  was  called  the  "  Plan  of  Organiza- 
tion." From  first  to  last  it  has  been  subjected  to  much  criticism.  Many  warmlv 
approved  it  as  adapted  to  the  needs  of  the  time;  others  were  adverse  to  it  as  a 
fundamental  measure.  As  the  events  centering  about  that  "plan"  are  brought  in 
review  it  appears  that  the  chief  objection  was  not  the  lack  of  merit  in  the  plan 
itself,  but  in  the  educational  prejudices  of  those  who  had  to  work  under  its  re- 
cpMirements  and  tendencies.  Its  essential  features  were  these:  The  Department 
of  Elementary  Instruction  should  consist  of  five  years,  one  year  designated  the 


—  21- 


F 

■■_ 

1 .  iv  *■     —* 

•-■•HJj 

1 

^        ^m 

Sanitary  Science — Labora tory. 


Latin  School,  soon  to  be  discontinued,  and  four  years  as  the  Collegiate  Depart- 
ment, the  third  and  fourth  of  which  corresponded  very  nearly  with  the  freshman 
and  sophomore  years  of  the  older  American  colleges;  the  work  comprised  under 
iunior  and  senior  years  should  constitute  the  College  of  Science,  Literature  and  the 

Arts ;  the  professional  and 
technical  courses  —  Law, 
Medicine,  Civil  Engineering, 
Mechanical  Engineering 
and  Agriculture  were  to  be 
of  equal  rank  in  the  prepara- 
tion required,  time  devoted 
and  in  every  other  possible 
respect.  This  feature  made 
the  College  of  Science,  Lit- 
erature and  the  Arts  the 
department  of  learning  and 
scholarly  acquirements.  It 
thus  became,  in  a  sense,  a 
professional  school,  to  be 
developed  as  the  future  de- 
mands and  resources  of  the 
State  should  direct.  It  was  spoken  of  as  "The  University  Course  in  Arts"  and 
all  students  were  strongly  urged  to  continue  through  one  of  its  courses  of  study 
before  entering  upon  further  professional  preparation. 

It  was  a  part 
of  the  plan  that 
the  studies  of 
both  the  Latin 
School  and  the 
Collegiate  De- 
partment should 
be  dropped  off  as 
fast  as  the  high 
schools  could 
take  the  work. 
In  the  minds  of 
the  supporters  of 
the  plan  the  fore- 
going  points 
were  d  e  c  i  d  e  d  1  \' 
advantageous  in 
view  of  the  con- 
dition of  educa- 
tion in  a  state 
only  twelve  years 
old,  and  with  a 

population  of  less  than  4+0,000;  while  in  the  opinion  of  others,  advantage  would 
lie  in  placing  the  well-tried  New  England  plan  of  an  American  college  upon  the 
new  commonwealth.     Whether  the  "Plan"  attained  the  specific  ends  aimed  at  by 


The  Ladies'  Parlor. 


—  22- 


its  eminent  promoter  or  not,  ideas  and  principles  intimately  associated  with  it 
have  become  so  impressed  upon  the  state  that  Minnesota  today  boasts  of  the 

best  educational  sys- 
tem in  the  United 
States. 

The  steps  of  prog- 
ress in  the  growth  of 
the  University  during 
President  Fol well's 
administration,  1869- 
1884,  are  the  follow- 
ing: 

I.  The  adoption 
of  the  Plan  of  Organ- 
ization under  which 
was  developed  the  Uni- 
versity rather  than  the 
College. 

II.  The  rise,  cul- 
mination and  partial 
excision  of  the  Prepar- 
atory Department. 

III.  The  close  re- 


Cliemistry — Dr.  Frankfurter's  Private  Laboratory. 


lationship  perfected  between  the  University  and   the  high  schools  of  the  state 
through  the  creation,  March  3, 1881,  of  the  State  High  School  Board  "constituted 


Department  of  Physics — A  Laboratory. 

a  Board  of    Commissioners  on  Preparatory   Schools  for  the  encouragement  of 
higher  education  in  this  state." 

—  23  — 


It  must  be  borne  in  mind  that  educational  progress  never  moves  forward  in  a 
direct  line;  many  notions  once  regarded  as  fundamental  disappear;  new  ideas  be- 
come engrafted  on  the  system.  The  up-building  under  the  best  of  circumstances 
is  a  slow  process.  Misgivings  and  obstacles  everywhere  intervene.  Yet  in  the 
history  of  this  institution,  thanks  to  the  three  or  four  strong  and  unflinching  per- 
sonalities directing  its  affairs,  the  advance  has  been  steady  and  almost  uninter- 
rupted since'  the  reorganization  act  came  into  full  force  and  effect. 

The  discussion  of  the  plan  of  organization  continued.  To  some  extent  it  fell 
into  the  narrow  field  of  mutual  recrimination.  The  Regents  in  their  endeavor  to 
adjust  difficulties,  asked  for  opinions.  None  of  sufficient  weight  were  presented 
against  what  had  become  the  policy  of  the  institution;  therefore  a  resolution  was 
passed  by  the  Board  suggesting  some  minor  revisions  but  distinctly  stating  that 
"the  Board  are  01  the  opinion,  after  carefully  considering  the  many  questions,  sug- 


Chcm  cat  and  I-hysital  Laboi  ate  rks. 


gestions  and  recommendations  made,  that  it  is  inexpedient  to  interfere  with  the 
essential  features  of  the  plan." 

But  those  minor  revisions  were  the  rub.  The  more  the  Faculty  tried  to  revise 
the  more  perplexing  became  the  situation.  The  catalogues  of  a  series  of  years 
following  1872  show  a  succession  of  changes  made  apparently,  not  on  the  merit  01 
the  thing  changed,  but  on  the  massing  of  votes  in  the  Faculty.  Latin,  Greek, 
mathematics  and  philosophy  were  firmly  entrenched,  because  the  work  was 
thoroughly  disciplinary  and  in  the  hands  of  able  teachers.  These  departments 
were  never  weakened  in  any  readjustment.  Teachers  trained  for  other  work  had 
not  then  graduated.  Recognizing  that  any  course  of  study  is  what  its  teachers 
make  it,  we  understand  why  so-called  scientific  and  modern  language  courses  were 
weak.  There  were  no  scientists  to  be  had  in  those  days.  German  and  French  were 
merely  means  to  an  end,  and  thi.t  end  was  not  intellectual  culture.  The  Professor 
of  Philosophy  wrote  and  taught  a  text-book  in  German ;  geology,  mineralogy, 
physical  geography,  botany,  zoology,  physiology,  entomology,  etc.,  etc.,   were 


all  in  charge  of  the  "  Professor  of  Chemistry  and  Instructor  in  Natural  Sciences 
and  in  French." 

As  time  went  on  matters  did  not  improve.     It  was  a  critical  period.    The  plan 

had  been  adopt- 
ed ;  the  Regents 
were  very  pa- 
tient. Nothing  of 
greater  value  or 
of  greater  seem- 
ing advantage  to 
all  interests  in  the 
state  had  been 
proposed.  The 
suggestion  of  a 
committee  that 
something  like 
the  American  col- 
lege course  be 
substituted,  was 
met  by  the  follow- 
ing resol  u  tion, 
penned  by  the  sol- 
dier hand  of  Gen. 
Sibley  :  "  It  is  the  judgment  of  this  Board  that  it  is  not  expedient  to  make  any 
radical  change  or  modification  in  the  settled  policy  of  the  University  as  heretofore 
fixed    by  the    Board,"    and    unanimously  adopted.    The    Regents  became  more 


Physics — Apparatus  Room. 


I  Physics — A  Lecture  Room. 


and  more  convinced  that  drastic  measures  must  be  adopted.    Harmony  in  counsel 
was  essential  to  successful  development  of  the  internal— the  real — strength  of  the 


institution.  At  last,  and  to  every  appearance  without  any  preconcerted  signal  or 
concert  of  action,  the  Regents  convened  in  annual  meeting  in  May,  1880.  The 
balloting  for  the  Faculty  began.  When,  on  the  evening  of  the  second  day  of  the 
session,  adjournment  was  taken,  seven  out  of  a  faculty  of  eleven  members  of  high 
rank  were  not  returned.  A  committee  had  been  appointed  to  secure  and  report 
names  for  the  vacancies.  This  work  was  done  in  a  most  thorough  and  satisfac- 
tory manner. 

Following  the  momentous  event  of  1880  were  four  years  of  remarkable  peace 
and  prosperity.  Every  department  was  engaged  in  quiet  and  effective  work.  The 
number  of  students  increased  twenty-eight  per  cent;  the  number  of  instructors 
doubled,  from  fifteen  to  thirty;  the  courses  of  study  were  extended  and  strength- 
ened.   All  traces  of  the  storm  disappeared  and  the  work  of  internal  development 


Chemistry — A  Laboratory. 

went  on.  Concord  and  mutual  helpfulness  pervaded  all  councils.  President  Fol- 
well  then  resolved  to  lay  down  executive  work  and  devote  himself  to  a  cherished 
line  of  teaching  and  research.  He  accordingly  resigned  March  8th,  1883.  His 
resignation  was  accepted,  the  same  to  take  effect  when  his  successor  should  be 
elected  and  qualified.  The  Regents,  realizing  the  delicacy  and  weight  of  their  re- 
sponsibility, began  their  search  for  a  man  to  fill  the  place.  They  made  no  mistake. 
The  right  man  was  found  and  secured.  Cyrus  Northrop,  Professor  of  English  Lit- 
erature in  Yale  College,  was  invited  to  visit  Minneapolis  and  the  University.  It 
was  the  glad  old  story;  seeing  was  believing.  President  Northrop  entered  upon 
his  duties  September  2d,  1884,  and  was  formally  inaugurated  June  11th,  1885. 


—  26  — 


Below  are  the  figures  showing  the  material  University  at  the  time  of  the 
graduation  of  the  first  class;  the  institution  which  Dr.  Folwell  passed  to  his  suc- 
cessor, and  its  condition  at  the  last  commencement,  periods  eleven  years  apart : 

1873  1884  1895 

Number  of  graduate  students  enrolled 0  10  88 

Number  of  undergraduates  in  regularclasses  72  97  1,986 

Number  of  preparatory  in  regular  classes 204.  59  0 

Number  of  specials  in  regular  classes 15  121  185 

Number  of  professors 7  16  91 

Number  of  instructors 3  7  35 

Number  of  lecturers 0  1  16 

Number  of  University  scholars 0  0  23 

Number  of  fellows 0  0  3 

Number  of  colleges  of  the  University 2  4  7 

The  salary  account $    19,907.50    $        31,130.84    $      169.880.77 

Total  current  expense  account 24,577.80  64.604.93  254,117.98 

Estimated  value  of  the  "  Plant" 55,000.00  250,000.00  1,800.000.00 

Capital  represented  at  3  per  cent,  the  interest 

at  which  bonds  are  now  placed  875,000.00      2,400,000.00    10.275,000.00 

These  figures  speak.  They  show  a  most  remarkable  growth.  Every  Minne- 
sotan  is  proud  of  it. 


Psychology — The  Lecture  Room. 

The  Collegiate  Department. 

The  above  name  given  to  the  Department  of  Elementary  Instruction  provided 
for  in  the  organic  law  of  the  institution,  by  virtue  of  a  by-law  of  the  Board  of 
Regents,  was  in  early  years  the  most  conspicuous  feature  of  the  University. 
It  was  actually  instituted  October  7th,  1867,  when  preparatory  work  was  for 
the  third  time  opened.     It  consisted  of  two  divisions:     First,  the  Latin  School. 


This  was  an  organization  of  elementary  work  for  the  purpose  of  preparing 
for  the  fourth  class  of  the  collegiate  courses  of  study;  it  was  discontinued  in 
1873.  The  Second,  the  Collegiate  Department  proper.  The  standard  of  admis- 
sion to  this  department  was  elementary  algebra,  Latin  grammar  and  reader.  It 
aimed  to  include  the  work  of  an  ordinary  college  through  the  sophomore  year.  It 
emphasized  the  tendency  apparent  twenty-five  years  ago,  to  make  the  junior  year 
the  starting  point  for  professional  training.  While  many  things  were  said  as  to 
future  intentions  regarding  the  Collegiate  Department,  emphasis  lay  on  the  prop- 
osition to  drop  the  work  year  by  year  just  as  fast  as  the  high  schools  could  take 
it  up.  The  University  would  then  consist  of  junior  and  senior  years,  together  with 
the  work  built  upon  them. 

That  the  Collegiate  Department  played  an  important  part  in    the   growth 
of   the    University    is    apparent   from    the   enrollment    records.        It    was    not 


Department  of  Zoolog 


■The  General  Laboratory. 


until  1880  that  the  first  and  second  classes,  sophomore  and  freshman,  exceeded 
in  numbers  the  third  and  fourth,  and  up  to  that  year  the  enrollment  of  the  Col- 
legiate Department  constituted  eighty-three  per  cent  of  the  entire  attendance. 
From  that  time  until  1890  preparatory  work  rapidly  declined,  and  in  the  last 
named  year  the  last  preparatory  student  was  advanced  into  the  freshman  class. 

Meanwhile  it  had  become  apparent  that  the  original  numbering  of  the  classes 
could  n  >t  well  be  maintained.  They  were  called  first,  second,  etc.,  for  a  number  of 
years.  In  1879  the  terms  sub-freshman,  freshman  and  sophomore  became  syno- 
nyms of  the  words  third,  second  and  first,  by  which,  previously,  the  several  classes 
had  been  designated.  In  that  same  year  the  fourth  class  was  discontinued.  By 
1890  the  high  schools  of  the  state  had  become  so  thoroughly  organized  under  the 
wise  foresight  and  administration  of  the  State  High  School  Board  that  full  prep- 
aration for  the  University  could  be  carried  by  them. 

Meanwhile  the  organization  which  had  been  so  useful  was,  in  a  measure,  out- 
grown.    It  was  clearly  recognized  by  Faculty  and  Regents  that  many  years  must 


elapse  before  freshman  and  sophomore  years  could  be  handed  over  to  the  high 
schools,  and  University  work  could  be  begun  at  the  commencement  of  the 
junior  year.  The  natural  result  of  such  a  condition  was  the  gradual  disappear- 
ance of  the  distinction  between  collegiate  and  university  as  defining  terms  and 
the  merging  of  the  work  of  both  organizations  into 

The  College  of  Science,  Literature  and  the  Arts. 

The  internal  history  of  the  College  of  Science,  Literature  and  the  Arts  is  a 
record  of  rapid  progress  and  advancement  to  a  foremost  place  among  American 
universities.  The  broad  policy  recognized  at  the  outset  has  been  kept  in  view; 
the  traditions  of  the  institution,  which  arc  traditions  of  progress,  have  been 
steadily  adhered  to.  Bright  and  able  men  have  lepresented  the  several  depart- 
ments of  instruction;  they  have  carried  their  work  steadily  forward,  their  opinions 


Plant  Morphology — A   Laboratory. 

have  been  liberal,  their  ideas  progressive,  and  the  whole  management  of  the  col- 
lege has  been  distinguished  by  elasticity  and  strength.  The  original  plan  was  to 
recognize  the  equality  of  the  courses  in  science  and  literature  with  the  established 
classical  course  of  American  colleges. 

The  Elective  System,  The  elective  system  was  incorporated  with  the  first 
course  of  study  proposed  for  the  College  of  Science,  Literature  and  the  Arts; 
so  there  has  never  been  such  an  event  as  the  introduction  of  electives  any  more 
than  there  has  been  the  admission  of  women.  Marked  advances  have  been  made 
from  time  to  time  in  the  application  of  such  work.  The  several  stages  in  this  ad- 
vance may  thus  be  summarily  stated  : 

In  1871 ,  when  the  Regents  issued  their  first  schedule  of  studies  for  graduation, 
thirty- three  per  cent  of  the  work  in  the  College  of  Science,  Literature  and  the  Arts 
was  elective  in  all  three  courses  offered,  viz.,  arts,  science,  and  literature.    Nearly 


-2<>- 


The  Observatory. 


The  Telescope. 


equal  freedom  was  permitted  in  the  scientific  and  literary  courses  of  the  Collegiate 
Department.  In  1874  the  system  was  still  further  extended  by  multiplying  sub- 
jects from  which  the  electives  could  be  selected,  until  the  third  term  of  senior  year, 
when  only  one  subject  was  required;  thus,  thirty-nine  per  cent  of  the  work  was 
optional.  In  1880  a  still  further  expansion  was  voted,  by  introducing  a  larger 
number  of  elective  studies  and  reducing  the  prescribed  work  to  one  subject  only. 
In  1879  there  were  also  certain  modifications,  in  that  the  students  in  all  three 
courses  were  required  to  pursue  the  same  subject.  This  move  of  the  Faculty  was 
to  emphasize  their  intention  to  maintain  complete  equality  between  the  several 
courses  so  far  as  disciplinary  value  could  be  secured  in  the  instruction  offered.  In 
1885  the  senior  year  was  made  whollyelective, inasmuch  as  at  that  time  the  num- 
ber of  subjects  was  changed  from  three,  each  of  five  hours  per  week,  to  four,  each 
of  four  hours  per  week,  the  required  work  fell  to  12Vi  per  cent  °*  tne  whole 
amount.  In  1892  the  last  step  was  taken,  by  declaring  all  work  of  the  junior 
and  senior  years  elective — the  only  bar  excluding  any  student  from  any  depart- 
ment being  the  lack  of  preparation  to  perform  satisfactory  work. 

In  1888  another  change  was  made  of  far-reaching  importance.  The  existing 
plan  of  long  courses  in  the  sciences  for  the  scientific  course,  with  a  free  choice  be- 
tween physics  and  chemistry  in  physical  lines,  and  between  botany  and  zoology 
in  biological  lines,  was  established.  From  that  time  the  scientific  course  has  been 
as  distinctly  disciplinary  as  have  the  classical  and  literary  courses.  The  ground 
for  this  step  lay  in  the  belief  that,  first  of  all,  it  is  discipline  and  not  information 
that  should  be  secured  through  the  student's  efforts.  The  change,  instead  of  being 
revolutionary,  was  simply  in  the  direction  of  universal  opinion,  and  a  recognition 
that  preparation  for  life's  duties  lay  in  the  field  of  natural  phenomena  as  well  as 
of  human  customs  and  accomplishment.     Wisdom  is  justified  of  her  children. 

The  Observatory. 

In  the  70's  an  effort  to  develop  astronomy  almost  succeeded.  A  strong  move- 
ment was  made  to  secure  a  small  working  observatory  on  precisely  the  plan  now 
carried  out. 

1891  saw  the  erection  of  a  small  transit-house,  equipped  with  transit-circle, 
astronomical  clock,  chronograph,  etc.,  and  1895  was  the  date  of  the  completion 
of  the  Students'  Observatory,  made  possible  by  legislative  action.  Its  equipment 
consists  of  a  ten  inch  equatorial  of  one  hundred  and  fifty  inches  focal  length. 
This  instrument  has  three  objectives,  one  combination  of  which  forms  the  visual 
telescopic  objective,  and  another  the  photographic  objective.  There  are  also  three 
eyepieces  of  different  magnifying  powers,  a  filar  micrometer  and  a  driving  clock. 
Two  reading  microscopes  are  provided  for  reading  the  declination  circles,  and  the 
guiding  telescope  is  of  four  inch  aperture.  A  spectroscope  and  photograph  meas- 
uring machine  are  among  the  instruments. 

The  Library. 

This  is  the  pride  of  the  University;  it  also  marks  an  epoch  in  the  progress  of  lit- 
erary work.  The  building  contains  the  administrative  offices,  the  Assembly  Hall, 
seating  eight  hundred  people,  the  library  with  its  large  reading  room,  together 
with  four  departments  of  instruction,  English  language  and  literature,  economics 
and  polities,  history  and  philosophy.  Each  department  has  its  suite  of  studies  for 
instructors,  seminars  for  advanced  work,  and  class  rooms.     The  interior  is  char- 


Library— The  Chapel. 


Library — The  President's  Office. 


acterized  by  admirable  convenience  for  work.  It  is  of  fire  proof  construction 
throughout.  Its  exterior  is  purely  classic.  The  dimensions  are,  194  feet  long,  135 
feet  wide  and  two  stories  high.  The  building  without  and  within  is  the  most 
beautiful  thus  far  constructed.  Among  the  special  features  may  be  mentioned  the 
entrance  with  its  broad  stairway  leading  to  the  cortile  from  which  students 
proceed  to  the  departments  of  economics  and  English  and  to  the  large  general 
reading  room  of  the  Library.  This  reading  room  is  44  feet  in  width,  100  feet  in 
depth  and  33  feet  high,  and  accommodates  one  hundred  and  fifty  readers.  An  en- 
riched entablature  extends  around  both  cortile  and  reading  room. 

The  Armory. 

In  1883  there  was  erected  upon  the  west  end  of  the  campus  a  drill  hall,  called 
by  common  consent  the  Coliseum.  It  contained  one  of  the  largest  audience  rooms 
in  the  West.  In  1894  this  building  burned  to  the  ground.  The  legislature  of 
1895  voted  $75,000  to  replace  the  Coliseum  by  an  Armory,  which  should  serve  its 
purpose  as  a  drill  hall  for  the  cadet  battalion  and  an  assembly  hall  for  the  large 
gatherings  of  special  University  occasions.  In  September,  1895,  the  Regents 
adopted  the  plans  of  Architect  Charles  R.  Aldrich,  and  work  was  immediately 
begun.  The  building  will  contain  an  audience  room  for  4,000  persons.  It  will 
be  three  stories  high.  A  sufficient  number  of  rooms  will  thus  be  secured  for  the 
classes  in  military  science  and  physical  culture  including  the  necessary  offices. 

The  exterior  is  very  plain,  carrying  just  enough  of  ornamentation  to  make 
it  pleasing  to  the  eye.  The  front  is  broken  by  a  large  massive  tower,  Norman  in 
style,  giving  to  it  a  decidedly  military  aspect. 

Some  Departments  of  Instruction. 

It  may  be  well  at  this  point  to  note  a  tew  of  the  departments  which  have 
devek>]>ed  in  the  College  of  Science,  Literature  and  the  Arts  within  the  last  dozen 
years.  In  brief  review  we  note  that  the  department  of  mathematics,  which  was 
first  under  the  charge  of  Professor  Ira  Moore,  became  for  a  brief  time  the  care  oi 
Arthur  Beardsley,  but  was  directed  from  1870  until  1880  by  Professor  Rdwin  J. 
Thompson.  It  included  astronomy.  In  1880  Professor  Downey  was  called;  in 
1893  Arthur  Edwin  Haynes  came  as  assistant  professor.  Francis  P.  Leaven- 
worth came  in  1892  to  devote  himself  especially  to  astronomy.  He  is  now  direc- 
tor of  the  Observatory. 

Latin  and  Greek  have  maintained  a  steady  growth.  W.  W.Washburn,  princi- 
pal in  1867-69  was  the  first  professor  of  Greek.  On  his  resignation  Jabez  Brooks 
was  elected  August  23,  1869.    John  C.  Hutchinson  is  associate  professor. 

The  first  professor  of  Latin  was  Versal  J.  Walker,  who  died  May  18,  1876. 
In  1878  R.  H.  Tripp  took  the  chair  for  two  years.  John  S.  Clark  has  taught 
Latin  since  1876,  becoming  professor  of  the  Latin  language  and  literature 
in  1886. 

During  the  current  year  a  chair  of  Semitic  languages  and  history  has  been 
established.  Professor  James  Richard  Jewett  was  called  to  the  work.  Hebrew, 
Arabic  and  Oriental  languages  and  history  are  being  taught. 

Philosophy  flourished  under  Gabriel  Campbell  until  1880.  Alexander  T. 
Ormond  followed  him  for  three  years,  after  whom  Thomas  Peebles,  John  Dewey 
and  Williston  S.  Hough  came  in  order  before  Frederick  J.  E.  Woodbridge.  Psy- 
chology has  received  attention  for  three  years  at  the  hands  of  James  R.  Angell 
and  Harlow  S.  Gale. 

—  33  — 


Armory— Floor  Plans. 


The  modem  languages  have  prospered.  Professor  Campbell  first  taught  Ger- 
man; July  29,  1874-  John  G.  Moore  was  elected  assistant  professor  of  the  German 
language  and  literature;  in  the  following  year  he  was  professor  of  North  European 
languages.  He  is  now  professor  of  the  German  language  and  literature.  French 
in  early  years  was  united  with  history  and  subsecpaently  with  German.  In  1880 
Charles  W.  Benton  began  to  teach.  At  the  meeting  of  the  Regents  held  June  26, 
1872,  a  petition  was  received  from  many  influential  Scandinavians  for  the  estab- 
lishment of  a  Scandinavian  department.  This  paper  was  filed  because  the 
resources  of  the  University  would  not  permit  the  step.  On  March  2,  1883, 
the  professorship  of  Scandinavian  language  and  literature  was  created  by  legisla- 
tive enactment.    Only  Olaus  J.  Breda  has  filled  it. 

The  English  language  was  first  taught  by  Aris  B.  Donaldson,  whose  chair  was 
rhetoric  and  English  literature.  In  1874  Moses  Marston  succeeded  him,  perform- 
ing excellent  work  until  his  lamented  death,  which  occurred  July  11, 1883.  In  the 
spring  of  1 884  George  E.  MacLean  succeeded   to  the  chair.     He  occupied  it  until 


Chemistry — A  Lecture  Room. 


1895.  The  existing  features  of  the  work,  both  in  the  English  language  and  in 
literature  are  in  large  measure  due  to  his  erudition  and  constant  enthusiasm. 
Rhetoric  and  elocution,  under  the  charge  of  Maria  L.  Sanford  since  1880,  assisted 
by  E.  E.  McDermott  since  1890,  constitute  two  groups  of  the  present  federated 
courses  in  English. 

The  department  of  history  shows  equally  well  with  that  of  economics,  the 
steady  advance  of  the  College  of  Science,  Literature  and  the  Arts.  There  were 
probably  not  more  than  one  or  two  chairs  of  history  in  American  colleges  when 
this  college  received  its  first  junior  class  September  5,  1871.  In  1874  Richard  W. 
Laing  was  appointed  assistant  professor  in  charge  of  history  and  elocution.  With 
his  retirement  in  1879  the  work  went  to  Professors  Campbell  and  Moore  for  one 
year.     Professor  Ormond  received  the  work  in  1880,  and  his  successor  in  philoso- 


Botany — A   La  ho  rat  or  v. 


Chemistry — Gat  Analysis  Laboratory. 


phy,  Thomas  Peebles,  taught  it  for  two  years  from  1883.  Harry  P.  Judson 
was  elected  professor  of  history  and  lecturer  on  pedagogy  in  1885.  For  seven 
years  the  department  of  history  grew  rapidly.  Willis  M.  West  came  as  assistant 
professor  in  1893.    In  1895  he  was  promoted  to  the  chair  he  now  fills. 

Economics  and  politics,  taught  from  the  early  days  of  the  institution  by 
President  Folwell,  assumed  greater  importance  when  as  professor  of  political 
science  hebegan  to  devote  his  whole  time  to  the  work  in  1885.  It  is  now  a  prom- 
inent department  of  University  work.  Since  1892  the  work  has  extended  through 
the  junior  and  senior  years. 

A  line  of  work  encouraging  both  in  present  condition  and  promise  is  the 
teachers'  course.  A  lectureship  in  pedagogy  was  established  at  the  coming  of 
Professor  Judson  in  1885.  In  1891  State  Superintendent  David  L.  Kiehle  became 
lecturer.  In  two  years  the  demand  for  more  extended  work  in  pedagogy  became 
so  pronounced  that  the  chair  of  pedagogy  was  created,  and  Dr.  Kiehle  as  professor 
entered  upon  the 
work  of  building  up 
a  permanent  teach- 
ers' course.  This  is 
of  two  years'  length. 
The  studies  laid  out 
are  such  as  can  be 
pursued  in  the  regular 
University  classes. 
The  enrollment  has 
been  as  follows:    For 

1893,  22  teachers; 

1894,  29;  1895,  46, 
and  1896,46. 

The  in  i  1  i  t  a  r  y  de- 
partment brings  into 
its  work  every  able- 
bodied  student  and 
many  of  uncertain 
strength.  Lieutenant  Harry  A.  Leonhauser  has  been  preceded  by  a  long  line  oi 
brave  soldiers  and  capable  teachers. 

Among  the  sciences, so-called, chemistry  is  the  oldest  in  that  it  took  on  definite 
shape  as  a  department  of  study  and  research  first  among  them  all.  In  1869  it 
was  located  in  the  old  University  building  where  room  twenty-seven  and  thestair- 
way  now  are.  It  was  in  charge  of  Professor  Twining  who  had  to  teach  many 
other  things.  This  gentlemen  is  said  to  have  been  one  of  the  most  accomplished 
men  the  University  ever  held.  Soon  Professor  Strange  took  the  chair.  He  too 
moved  on.  Professor  Thompson  succeeded  him  for  a  day.  We  read:  "Resolved 
that  Prof.  E.  J.  Thompson  be  declared  to  be  the  professor  of  mathematics  and 
therefore  is  hereby  relieved  from  the  chair  of  chemistry  to  which  he  was  yesterday 
assigned."  The  work  was  placed  in  the  hands  of  the  most  persistant  defender  of 
the  scientific  cult  which  the  University  ever  had.  That  chemistry  is  strong  in 
the  institution  today  in  every  way  is  largely  due  to  the  ability  and  scientific  zeal 
of  Stephen  F.  Peckham,  who  filled  this  chair  between  1873  and  1880. 

In  1875  the  department  moved  into  the  Agricultural  College  building,  which 


Chemistry — The  Library  and  Balance  Room. 


-  37  — 


Lithological  Laboratory. 


stood  until  its  destruction  by  fire,  where  the  building  devoted  to  chemistry  and 
physics  now  stands.    James  A.  Dodge  was  professor  of  chemistry  between  1880 

and  1893.  In  October 
of  thelast  named  year 
George  B.  Frankforter 
was  called  to  the  de- 
partment and  a  rapid 
growth  has  followed. 
Physics  was  first 
in  charge  of  Professor 
Peckham.  From  1875 
to  1880  Louis  W.  Peck 
held  the  position  of 
assistant  professor  of 
physics.  From  1880 
to  1885  William  A. 
Pike  was  in  charge. 
In  the  last  named 
year  Frederick  S.Jones 
took  the  work  as  in- 
structor. In  1889  the 
chair  was  assigned 
him  which  he  at  pre- 
sent occupies.  The  work  of  the  Department  of  Physics  was,  in  the  first  years  of 
electrical  engineering,  closely  associated  with  that  course. 

Geology  and  min- 
eralogy were  under  the 
charge  of  the  State 
Geologist  from  1872 
until  1878,  when  that 
officer  asked  to  be  re- 
lieved from  teaching 
duties  that  he  might 
devote  his  entire  time 
to  the  prosecution  of 
the  geological  survey. 
This  request  being 
granted,  Christopher 
W.  Hall  was  secured 
to  take  the  classroom 
duties,  and  serve  in 
the  field  as  assistant 
geologist.  He  came 
in  April,  1878,  and  in 
1879  was  made  Pro- 
fessor of  Geology ,  Min- 
eralogy and   Biology. 

Biology  has  been  turned  over  to  more  modern   hands.     The  beginning  oi 
existing  laboratory  methods,  as  applied  along  biological  lines,  must  date  from 


Department  of  Zoology — A  Laboratory. 


1873.  In  that  year  the  Executive  Committee  was  "instructed  to  purchase  a 
microscope  for  the  use  of  the  University,  not  to  exceed  in  cost  $100."  That  same 
instrument,  after  twenty -three  years  of  constant  use  and  much  inflicted  with 
repairs,  is  still  in  the  service  of  the  geological  survey. 

In  1884  Clarence  S.  Herrick  was  instructor  in  biology;  1885  saw  Henry  F. 
Nachtrieb  in  that  capacity,  but  devoting  particular  attention  to  zoology.  In 
1886  he  was  assistant  professor  of  biology,  and  in  1888  professor  of  animal 
biology.  In  the  same  year  he  was  appointed  state  zoologist  on  the  geological 
and  natural  history  survey. 

In   1887  Conway  MacMillan  came  as  instructor  in  botany;  1890  saw  him 


fiT 

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T/ie  Library — General  Keurfinx  Ronm. 


advanced  to  an   assistant  professorship  and  the  position  of  state  botanist.    In 
1892  he  occupied  the  chair  of  botany. 

With  the  gift  of  Pillsbory  Hall ;  the  erection  of  the  building  devoted  to  chem- 
istry and  physics;  the  arrangement  of  the  four  scientific  subjects,  botany,  chemis- 
try, physics  and  zoology,  in  four  parallel  long  courses;  the  securing  of  good,  pro- 
gressive teachers  and  the  adoption  of  a  liberal  policy  on  the  part  of  the  adminis- 
tration of  the  University  has  exerted  a  remarkable  influence  upon  the  institution 
as  a  whole.  That  influence  is  not  of  "science"  taught,  but  the  scientific  method 
applied.  Every  department  feels  the  effects.  Therein  lies  the  secret  of  the  rapid 
advancement  of  all  lines  of  scholarly  work. 


Chemistry— Dr.  Frankfortcr's  Office. 


The  Library— Registrar's  Office. 


Library— The  Cortilc. 


The  Graduate  Department. 

From  the  very  adoption  of  the  plan,  the  transferring  to  the  high  schools  of 
the  lower  branches  of  university  work  has  been  the  settled  policy.    The  institution 

has  also  been  prepar- 
ing to  give  instruc- 
tion, and  indeed,  is 
now  giving  it  to  grad- 
uates who  desire  to 
carry  their  studies  fur- 
ther than  the  limits 
of  an  ordinary  cur- 
riculum allow.  This 
work,  so  long  as  the  re- 
sources of  the  institu- 
tion are  as  small  as  at 
present  in  proportion 
to  the  number  of  stu- 
dents t  h  r  o  n  g  i  n  g  its 
classrooms,  must 
necessarily  be  subor- 
dinated to  pressing 
duties.  Still  a  goodly 
number  of  depart- 
ments have  made  most 
commendable  progress  in  attracting  graduates  to  the  University.  Not  only  in  the 
College  of  Science,  Literature  and  the  Arts,  but  in  the  College  of  Engineering,  Met- 
allurgy and  the  Mechanic  Arts  and  in  the  College  of  Law  many  are  enrolled. 
In  engineering,  atten- 
tion is  being  given 
particularly  to  struc- 
tural engineering, 
locomotive  engineer- 
ing, certain  phases  of 
electrical  engineering 
and  mining.  But  it  is 
to  the  College  of  Sci- 
ence, Literature  and 
the  Arts  that  gradu- 
ate students  come  in 
large  numbers.  The 
following  table  shows 
the  attendance  and 
choice  of  subjects  dur- 
ing the  current  year  in 
that  college:  English, 
24;  Romance  and 
French,  14;  German, 
12;  Latin,  16;  Greek,  7;  Economics,  20;  History,  32;  Geology  and  Mineralogy,  12; 
Chemistry,  15;  Physics, 11;  Botany, 8;  Zoology, 8;  Psychology  and  Philosophy,  19; 
Scandinavian,?;  Astronomy,  3;  Mathematics,  3;  Pedagogy,  1 ;  Semitic, 3;  Military, 1 . 

—  41  — 


Botany — The  Library. 


Dean  Hall's  Office. 


IB** Al  1    *■■                    1 

B     -1  'U  '    "If    i 

■ 

Chemistry — Sugar  Li\bt>rntvry, 


College  of  Engineering,  Metallurgy  and  the  Mechanic  Arts. 

This  College  dates  from  the  adoption  of  the  plan  of  the  University,  July  12th, 
1870.  The  organization  was  at  that  time  the  College  of  Agriculture  and  the  Me- 
chanic Arts  and  it  was  one  of  the  two  colleges  first  created.  Arthur  Beardsley, 
C.  E.,  was  the  first  professor.  He  held  the  chair  of  "Civil  Engineering  and  Indus- 
trial Mechanics."  In  1872  two  courses  of  study  were  presented,  civil  engineering 
and  mechanical  engineering,  each  of  two  years'  length.  The  professional  subjects 
embraced  in  these  courses  were  somewhat  crude  and  meagre,  inasmuch  as  we 
find  mathematics,  mechanics,  modern  languages,  English  literature,  ethics,  polit- 
ical economy,  the  fine  arts,  linguistics,  drawing,  shop  work  and  surveying,  all 
embodied  in  a  two  years'  course  of  study.    In  1873  Mitchell  D.  Rhame  became 


The  Engineering  liuilding. 

instructor  in  civil  engineering  and  physics  and  in  the  year  following,  professor  of 
mechanical  and  civil  engineering.  In  1874  the  College  of  Mechanic  Arts  was  sepa- 
rated from  the  College  of  Agriculture.  Until  that  year,  1 874,  the  full  degrees,  Civil 
Engineer  and  Mechanical  Engineer  were  offered.  With  the  reorganization  of  the 
College  of  Mechanic  Arts  after  the  separation,  the  degree  became  that  of  bachelor  in 
the  respective  engineering  lines.  In  1880,  under  a  reorganization  of  some  of  the 
departments  of  the  University,  Professor  Rhame  retired,  and  William  A.  Pike  was 
called  to  the  chair  of  engineering,  in  charge  of  physics. 

Professor  Pike  brought  and  put  into  operation  a  unique  plan  of  shop  work 
and  elementary  professional  practice  known  as  the  Russian  system— a   system 


The  Carpenter  Shop. 


The  Machine  Shop. 


planned  solely  for  instruction,  in  which  the  knowledge  obtained  is  that  of  princi- 
ples and  processes  rather  than  towards  proficiency  in  any  particular  trade.  Space 
fortius  work  was  made  in  the  basement  of  the  Agricultural  College  building, which 
stood  from  1874  to  1888  where  now  the  building  devoted  to  chemistry  and  physics 
stands.     The  testing  laboratory  was  located  in  the  basement  of  the  old  building, 

where  a  fifty  thousand  pound 
The 


<<tT 


The  Hngitic  Room. 


Olsen  machine  was  set  up. 
work  soon  outgrew  its  several 
quarters.  Plans  were  proposed 
for  a  new  building  and  soon 
took  final  shape  In  1886  the 
present  Engineering  building 
was  occupied  and  technical 
work  became  concentrated. 
With  the  occupancy  of  this 
building  a  marked  impetus  was 
given  to  engineering  work.  The 
Artisans'  Training  School  was 
established  and  an  additional 
line  of  usefulness  was  opened. 
This  school,  grouping  sev- 
eral lines  of  special  work,  was  a  pioneer  in  the  training  of  artisans.  Though  it  has 
nowbeen  discontinued,  during  its  existence  it  was  especially  helpful  in  directing  the 
attention  of  the  schools  of  the  larger  cities  of  the  state  to  manual  training  courses. 
Wilbur  F.  Decker,  Henry  M.Waitt  and  W.  Frank  Carr  proved  very  efficient  assist- 
ants in  this  work.  Mr.  Decker  assisted  Professor  Pike  in  the  preparation  of  a 
Manual  of  Industrial 
Drawing  still  quite 
widely  used.  In  1885 
William  R.  Hoag  and 
John  H.  Barr  were 
appointed  instructors, 
the  former  of  civil  and 
the  latter  of  mechan- 
ical engineering.  These 
two  men  were  succes- 
sively promoted  until 
in  1890  they  were  full 
professors  in  their  re- 
spective departments. 
The  following  year 
brought  the  resigna- 
tion of  Professor  Barr, 
and    181)2    that    of 

Dean  Pike,  who  opened  an  office  in  Minneapolis  as  a  consulting  engineer.  For 
the  twelve  years  during  which  Mr.  Pike  had  been  successively  professor,  director, 
and  dean  of  the  College  of  Mechanic  Arts,  he  had  rendered  valuable  service  in  the 
organization  and  upbuilding  of  the  work.  He  remained  one  year  with  the  College 
as  lecturer.    After  his  resignation  there  was  united  with  the  College  of  Mechanic 


^^■^^ 

1 

i               t  • 

I  HIil  I 

1  .!■                Iflll    1 1  TT> 

Engineering — The  Library. 


—  45  — 


Civil  Engineering— Apparatus  Room. 


Electrical  Hnginicring — Dynamo  Room. 


Arts  the  School  of  Mining  and  Metallurgy  and  a  course  in  technical  chemistry 
was  added.  The  organization,  then  called  The  College  of  Engineering,  Metal- 
lurgy and  the  Mechanic  Arts,  consisted  of  courses  in  civil,  mechanical  and  electrical 
engineering,  architecture,  mining,  chemistry  and  metallurgy,  with  two  courses  in 
practical  mechanics  and  a  school  of  design,  free-hand  drawing  and  wood  carving. 
In  1893  the  course  in  architecture  was  discontinued,  and  in  1895,  the  school  of 
design,  free-hand  drawing  and  wood  carving  was  modified  into  a  course  in  indus- 
trial art,  in  connection  with  the  department  of  drawing  to  which  Professor  Kirch- 
ner  came  in  the  fall  of  1894.  This  work  has  developed  rapidly  and  the  department 
now  consists  of  four  instructors  giving  courses  in  drawing,  and  twelve  in  element- 
ary art  and  applied  design.  The  School  of  Design  built  up  through  the  personal 
efforts  of  Henry  T.  Ardley,  its  principal,  occupied  a  field  of  great  usefulness.  But 
with  the  advance  into  technical  lines  of  study  and  the  heavy  demands  for  funds  in 
these  directions  a  modification  of  ihe  work  of  this  school  seemed  necessary. 


Amalgamation . and  Leaching  Plants. 

The  several  professional  departments  in  this  College  are  rapidly  developing 
into  lines  of  thorough  professional  training.  The  difference  between  the  older 
courses  in  civil  and  mechanical  engineering  and  those  as  they  exist  at  present,  in 
the  proportion  and  scientific  character  of  the  professional  work,  is  most  marked. 
In  the  former,  instruments  of  the  highest  precision  are  being  secured  and  work  of 
corresponding  type  is  aimed  at.  The  Topographical  Survey  of  the  state  now 
attached  to  this  department,  is  proving  a  laboratory  of  research  work  in  civil 
engineering.  Especial  attention  is  also  being  given  in  this  department  to  struc- 
tural problems  and  designs.  This  work  was  expanded  by  Professor  J.  K.  Wads- 
worth,  from  1892  to  1895.  Assistant  Professor  Frank  H.  Constant  is  now 
directing  the  work  so  ably  developed  by  his  predecessor. 

In  the  mechanical  field,  what  was  high  engineering  a  few  years  ago  is  now 
relegated  to  mechanics  and  mechanics'  special  courses,  while  testing  and  designing 
claim  highest  attention.    True,  the  machine  shop,  pattern  shop  and  engine  room 


Professor  Appleby's  Office: 


The  Stamp  Mills. 


Assay  Laboratory. 


have  been  pushed  forward  in  equipment  and  efficiency  as  rapidly  as  the  resources 
of  the  University  would  permit.  Yet  it  is  a  means  to  another  and  far  higher  end — 
the  making  of  first-class  engineers.  Upon  the  resignation  of  Dean  Pike,  Instructor 
Harry  E.  Smith  was  made  assistant  professor  and  placed  at  the  head  of  the  de- 
partment.    In  1895  H.  Wade  Hibbard  was  called  to  the  College  as  an  assistant 

professor.  While  devoting 
attention  to  machine  de- 
sign he  is  developing  im- 
portant courses  in  loco- 
motive engineering  and 
car  design. 

Electrical  engineering  is 
new.  The  catalogue  of 
1887  makes  first  mention 
of  this  work  as  'a  modifi- 
cation of  the  course  in  me- 
chanical engineering."  In 
two  years  substantial  pro- 
gress had  been  made,  for  we 
read,  "Frederick  S.  Jones, 
A.  B.,  instructor  in  elec- 
tricity." In  18  90  E.  P 
Burch  was  assistant,  and 
in  the  following  year 
George  D.  Shepardson  accepted  the  chair  of  electrical  engineering.  The  remark- 
able advances  of  the  last  decade  have  marked  out  unexpected  lines  of  usefulness 
in  the  field  of  electricity;  already  in  1891  this  course  had  overtaken  in  number 
its  older  engineering  associates.  The  annual  enrollment  has  been,  for  1889,  2; 
1890,  6;  1891,  25;  1892,  45;  1893,59;  1894,64-;  1895,56;  1896,78.  It  has 
proved  an  increasingly 
attractive  field  of  en- 
gineering anticipation 
and  enterprise.  One  of 
the  interesting  spots 
in  this  department  is 
the  dynamo  room, 
containing  engines, 
dynamos  and  motors 
to  represent  types  in 
construction  and  ad- 
justment, for  special 
uses  in  the  conserva- 
tion and  application 
of  electrical  power. 

Chemistry  is  one  of  the  new  fields  for  the  training  of  technological  skill.  A 
course  in  chemical  engineering  was  first  offered  in  1892.  The  science  in  its  wide 
and  paramount  applications  in  the  arts,  brings  constantly  increasing  demands 
upon  those  entering  it  as  a  profession.  The  engineer  in  this  field  must  have  a 
thorough  preparation  in  mathematics,  physics  and  metallurgy.   Such  preparation 


Coarse  Concentration  J'lant. 


Fine  Crushing  and  Concentrating  Plant. 


Chlon'nntion   Plant. 


he  is  here  able  to  secure.  It  is  intertsting  to  note  that  this  enterprise  is  opening  a 
new  field  for  the  exercise  of  woman's  skill  and  capability.  Already  several  ladies 
have  entered  the  course  and  are  preparing  themselves  in  a  most  enthusiastic  way 
for  this  field  of  professional  activity. 

The  School  of  Mining  and  Metallurgy  was  organized  in  1889  to  meet  a  de- 
mand for  technical  education  of  a  kind  called  for  in  the  development  of  the 
remarkable  mining  interests  of  the  state.  In  1891  William  R.  Appleby  was 
elected  professor  of  mining  and  metallurgy.  The  technical  work  of  the  school 
was  thereupon  opened.  Its  development  has  been  such  that  in  1895  Frederick 
W.  Denton,  a  mining  engineer  of  much  experience  was  called  as  associate  of 
Professor  Appleby.  This  call  was  also  in  response  to  the  voice  of  the  state  as 
expressed  in  legislative  action.  In  1895,  $5,000  per  year  additional  for  the  main- 
tenance of  this  school  was  almost  unanimously  appropriated.  The  assay  labora- 
tories and  lecture  rooms  are  located  in  Pillsbury  Hall.  The  laboratories  for  ore 
testing  are  perhaps  the  especial  features  of  this  school.    In  these  are  modern 


•  J^\ 


Tlfe.5 


^8^^  "B^Bt 


n 


Crushing  untl  Sampling  Floor. 

appliances  on  a  commercial  scale  for  testing  ores  of  gold,  silver  and  base  metals. 
Stamping,  concentration  both  coarse  and  fine,  amalgamation,  lixiviation  and  pre- 
paratory roasting  are  among  the  more  prominent  lines  of  examination  and  treat- 
ment to  which  ores  are  subjected. 

With  the  arrival  of  Professor  Denton  another  important  line  of  professional 
preparation  is  made  possible.  Field  work  in  mining  and  metallurgy  is  now  con- 
ducted. Pour  weeks  each  of  sophomore  and  junior  years  are  given  to  mining 
work,  mine  surveying  and  the  investigation  of  modern  metallurgical  plants.  The 
annual  enrollment  of  the  school  has  been  as  follows:  1891,3;  1892,3;  1893,17; 
1894.,  21;  1895,  24;  and  1896,  36. 

In  1894  the  College  was  greatly  strengthened  by  calling  Henry  T.  Eddy  to 
the  chair  of  engineering  and  mechanics.  An  educator  of  wide  experience,  well- 
known  as  the  author  of  many  mathematical  and  physical  papers,  Dr.  Eddy  has 
already  infused  strength  and  enthusiasm  to  an  encouraging  degree. 


St 


A  function  of  this  College  which  should  here  be  recorded  is  the  building  up  of 
technical  libraries  within  the  several  professional  departments.  These  are  com-' 
posed  of  the  latest  technical  and  general  works,  files  of  all  the  leading  periodicals 
devoted  to  each  particular  subject,  charts  and  other  related  material.  A  most 
excellent  working  library  in  a  well  arranged  reading  room,  is  to  be  found  in  the 
Engineering  building.  The  libraries  of  chemistry,  electrical  engineering,  geology, 
and  mining  and  metallurgy  are  also  sufficiently  extensive  to  afford  reference  facil- 
ities for  a  wide  range  of  research  work. 

The  College  of  Agriculture. 

The  physical  conditions  of  Minnesota  have  made  agriculture  an  educational 
field  of  peculiar  importance.  It  was  named  as  one  of  the  five  departments  consti- 
tuting the  University  of  the  Territory  of  Minnesota  in  the  act  of  1851.     In  1858 


The  Dining  Hall. 


"an  Agricultural  School^bv  the  name  and  style  of  the  Agricultural  College  of  the 
State  of  Minnesota"  was  organized,  located  two  miles  from  where  Glencoe  now 
stands,  and  placed  under  the  control  of  the  State  Agricultural  Society.  "  The 
Agricultural  College  of  Minnesota"  resulted  from  an  amendment  to  previous  leg- 
islation approved  March  2,  1865,  and  was  designed  to  receive  the  lands  donated 
to  the  state  by  Congress  under  the  Morrill  act.  Three  years  later  a  further  act 
was  passed  consolidating  all  grants  for  agriculture,  placing  the  same  in  the  hands 
of  the  Regents  of  the  University  of  Minnesota,  and  repealing  all  earlier  inconsistent 
legislation.  % 

The  College  of  Agriculture  was  one  of  the  departments  of  the  University  thus 
re-created.     A    preparatory  department  of  the  college  was  opened    in   Septem- 


ber,  1868,  which  enrolled  fifteen  students.  The  chair  of  practical  and  theo- 
retical agriculture  was  established  in  1869.  The  attendance  in  this  depart- 
ment has  never  been  large ;  indeed,  no  other  result  could  be  expected  in  an  insti- 
tution built  as  was  this  in  a  community  living  upon  a  soil  so  rich  and  varied,  and 
with  land  so  cheap  and  return  for  labor  so  munificent  that  science  was  indeed  a 
luxury  upon  every  farm  in  the  commonwealth.  One  student  took  the  course  in 
agriculture  and  graduated  before  President  Northrop  arrived.  Many  others  had 
entered,  prosecuted  their  work  for  a  time  and  then  dropped  out  of  the  University 
altogether  or  entered  other  colleges  and  prepared  for  professional  life.  The  situa- 
tion was  one  of  solicitude  in  the  deliberations  of  the  Board  of  Regents  for  years. 
They  gave  it  their  especial  attention  at  the  start.  They  had  done  everything  that 
could  reasonably  be  done  to  make  the  work  attractive  and  give  the  farmers'  boys 
the  education  they  ought  to  receive  in  the  way  of  preparation  for  farmers'  work. 
The  door  had  been  swung  quite  open  and  the  way  had  been  made  plain.    In  1874 


The  Library. 


the  President  of  the  University  advised  that  lectures  in  the  College  of  Agriculture 
"be  open  to  all  comers;  that  no  conditions  be  put  upon  admission  except  a  regis- 
tration and  a  general  pledge  to  punctual  attendance."  A  plan  in  short  which 
"proposes  to  go  to  work  without  any  theory;  to  take  such  students  as  can  be 
had  and  give  them  such  instruction  about  their  business  as  they  desire  to  be  given 
and  are  competent  to  acquire."  Such  was  the  situation  when  President  Nor- 
throp entered  upon  his  work,  and  it  continued  practically  unchanged  until  1888. 
The  various  lines  of  work  in  the  College  of  Agriculture  had  at  all  times  been  in 
the  hands  of  competent  men.  Daniel  A.  Robertson  was  the  first  professor  of  agri- 
culture. Upon  his  resignation  the  farm  superintendent  took  charge.  "Under  his 
judicious  and  industrious  management  the  fencing  of  the  farm  [was]  completed." 
In  1872  Professor  D.  P.  Strange  was  called.  He  was  endowed  with  admirable 
qualities.  In  1874  he  in  turn  was  followed  by  Chas.Y.  Lacy,  and  in  1880  Edward  D. 
Porter  came  to  the  College  as  professor  of  agriculture,  to  resign  in  1888  and 


The  Home  Building. 


accept  the  directorship  of  the  Missouri  Experiment  Station.    He  was  succeeded  by 

Professor  Willet  M.  Hayes  who,  although  for  two  years  away  from  the  state,  is 

the  present  incumbent.  While  the  University  course  in  agriculture  includes  consid- 
erable practical  work, 
yet  it  is  largely  scien- 
tific. The  four  funda- 
mental sciences  in  ag- 
riculture are  botany, 
physiology,  chemistry 
and  physics.  Four 
terms  each  must  be 
taken  in  two  of  these 
subjects  and  two 
terms  in  each  of  the 
other  two,  making 
twelve  terms  required 
in  the  four  subjects, 
that  is,  twenty-five 
per  cent  of  the  entire 
University  course. 
Further  e lee tives  in 
mineralogy,  geology, 
astronomy  and   other 

sciences  make  possible  the  presentation  of  fifty  per  cent  of  scientific  work.    The 

practical  work  is  broad  and  comprehensive. 

It  is  fitting  that  a  word  more  be  said  about  the  farmers'  lecture  courses.     In 

1875  a  convention  of  farmers  was  called  at  the  Agricultural  College  building  and  a 

course  attempted ; 

but  the  farmers  did 

not  want  it.   So  the 

project  rested  until 

January,   1882, 

when  a  course  was 

inaugurated  by  the 

Hon.  Geo.  B.  Lor- 

iiig,  United   States 

Commissioner      of 

Agriculture.    That 

was  indeed  an  im- 
portant day  in  the 

history  of  the  Agri- 
cultural College. 

These  courses  were 

continued  with 

some  of  the  most 

eminent  men  in  the 

country  as  leaders.    Professor  Brewer,  of  Yale  and  Hon.  W.  P.  Hazard,  of  Pennsyl- 
vania, were  perhaps  the  foremost  among  them. 

The  changed  conditions  of  the  country  as  seen  when  the  situation  of  twenty- 


The  Armory. 


five  years  ago  is  viewed  in  the  light  of  present  surroundings,  suggest  that  agricul- 
tural colleges  have  for  their  special  function  the  education  of  men  for  schools  and 
colleges  of  practical  agriculture,  investigators  at  experiment  stations,  experts  on 
dairy  and  food  commissions,  and  whenever  the  work  assumes  a  highly  technical 
character.  But  the  development  of  intelligent,  practical,  scientific  and  successful 
agriculturists  is  specifically  the  function  of  the  agricultural  school  rather  than  the 
agricultural  college. 

The  two  special  features  in  the  development  of  agricultural  education  in  Min- 
nesota have  been:  First,  the  institution  of  the  School  of  Agriculture;  second, 
the  establishment  of  the  Agricultural  Experiment  Station. 

The  Agricultural  School. 

The  Agricultural  School  was  opened  October  18,  1888.  There  were  enrolled 
the  first  year  forty-seven  students.    This  school  is  the  outgrowth  of  much  anxious 


The  Dairy  Hall. 


deliberation  and  careful  planning  on  the  part  ol  the  Regents.  The  member  who 
gave  it  at  its  founding  the  most  careful  consideration  and  brought  to  the  discus- 
sion the  ripest  experience  in  educational  affairs,  was  D.  L.  Kiehle,  then  State  Sup- 
erintendent of  Public  Instruction.  As  a  member  of  the  Board  of  Regents  he  gave 
direction  to  the  final  action  of  that  body.  He  had  in  mind  a  school  for  farmers' 
boys  in  the  most  explicit  meaning  of  that  term.  The  school  was  opened  with 
much  confidence  in  the  result.  That  confidence  was  not  misplaced.  It  has  proved 
to  be  just  the  institution  the  agricultural  interests  of  the  state  needed.  The  school 
has  steadily  advanced  in  every  element  of  strength  and  usefulness  since  the  open- 
ing year.  In  no  small  degree  has  the  credit  for  this  result  been  due  to  the  faculty 
of  the  school.      In  1888  the  roster  was  as  follows:     Principal,  W.W.  Pendergast; 


Assistant  Principal,  H.  W.  Brewster;  Teacher  of  Horticulture  and  Botany,  S.  B. 
Green;  Penmanship  and  Accounts,  D.W.  Sprague;  Animal  Breeding, W.  M.  Hayes; 
Carpentry  and  Drawing,  C.  R.  Aldrich;  Physiology,  Olaf  Schwartzkopf.  The 
course  of  study  requires  a  fair  common  school  education  for  admission.  It  ex- 
tends' through  three  sessions  of  six  months  each. 

The  school  has  taken  on  a  double  function  ;  first,  training  of  expert  farmers, 
and  second,  preparing  for  the  University  course  in  agriculture.  In  the  eight  years 
of  its  existence,  experience  has  shown  that  it  offers  more  practical  work  than  any 
other  Agricultural  School  in  America.  All  the  lines  of  agricultural  work  taught 
cannot  be  named.  One  or  two  can  be  selected.  The  art  of  making  butter 
and  cheese  is  taught  by  one  of  the  most  accomplished  experts  to  be  found. 
Combined  with  the  importance  of  dairying  to  the  people  of  the  state  and  the  very 
best  facilities  for  becoming  proficient  in  the  art,  this  work  should  maintain  a  fore- 
most place  in  the  School.  It  also  forms  a  very  important  feature  of  the  Summer 
School  which  has  been  in  operation  two  seasons. 


Dairy  Hall.— The  Butter  Room. 

In  the  fall  of  1891  the  Dairy  School  opened  with  twenty-eight  students.  In 
the  summer  of  1894  the  Summer  School  for  ladies  gave  instruction  to  fifty-nine 
students.  The  enrollment  for  the  first  seven  years  of  the  School  of  Agriculture  is 
shown  in  the  following  tabulation: 


1888-9 .... 
1889-90  . 
1890-1... 
18B1-2... 
1892-3.... 
1893-4... 
1894-5.... 


REGULAR 

DAIRY 

SI'.MMER 

COLLEGE 

COITRSB 

SCHOOL 

SCHOOL. 

COURSE 

TOTAL 

47 

47 

78 

78 

104 

5 

1<>9 

88 

28 

3 

1  19 

114 

30 

7 

151 

144 

59 

7 

210 

204 

109 

59 

9 

3B0 

The  problem   of  the  education   of  agricultural  communities  has  been  con- 
fronted in  every  state.    Throughout  the  country  this  School  is  recognized  as  the 


-57- 


Minnesota  plan.  Its  success  is  phenomenal,  for  ithasevolvedfrointheexperimental 
stage  into  a  permanent  condition.  Committees  from  other  states  have  come  to  see 
its  work.  England,  Germany,  Russia,  Japan,  Canada  and  Republics  of  South 
America,  by  visits  and  correspondence,  have  sought  information  on  the  methods 
employed  and  the  elements  of  success.  Many  other  states  have  modeled  their 
schools  after  it.  Out  of  the  number  who  have  attended  thus  far  one  only  has 
failed  to  return  to  the  farm  after  graduation.  We  are  indeed  proud  that  this 
department  of  the  University  is  fulfilling  the  expectations  of  those  by  whom  it 
was  established. 

On  Principal  Pendergast's  call  to  the  state  superintendence  of  Public  In- 
struction, Dr.  Brewster  became  Principal  in  charge,  which  position  he  has  since 
held.  Other  changes  in  the  Faculty  have  occured,  some  of  which  can  be  seen  by 
comparing  the  above  list  with  that  of  the  present  teaching  force. 


Dairy  Hall — The  Cheese  Room. 


In  broadening  the  field  of  stud}'  as  time  goes  on  and  as  the  public  schools 
of  the  state  furnish  more  thoroughly  prepared  material,  the  one  thing  sought 
for  in  the  maintenance  of  this  school  will  never  knowingly  be  imperiled.  Experi- 
ence has  shown  that  in  spite  of  a  hard  and  persistent  fight  the  Agricultural 
College  educated  its  boys  and  girls  away  from  the  farm.  The  school  was  founded 
not  only  for  the  farm,  but  towards  the  farm.  Its  history  shows  that  it  is  most 
effectually  performing  that  service  tor  the  commonwealth. 

Student  life  in  the  school  is  made  educative  and  attractive.  No  pains  are 
spared  to  surround  the  young  men  with  every  comfort  of  a  home.  The  rooms  of 
the  dormitories  are  spacious;  the  facilities  for  work  and  exercise  sufficient  for 
vigorous  health.  A  large  and  well-lighted  dining  hall  at  stated  hours  is  the 
busiest  department  of  the  school. 


The  Agricultural  Experiment  Station. 


Before  the  appropriation  by  Congress  of  money  for  the  support  of  agricul- 
tural experimentation    in  the  several  states,  the   Regents  organized  the  State 

Experiment  Sta- 
tion of  Minne- 
sota, as  directed 
by  law  approved 
March  7,  1885. 
Dr.  Porter  was 
its  director. 

The  divisions 
of  agriculture, 
horticulture,  en- 
tomology, bot- 
any, agricultural 
chemistry  and 
veterinary  were 
established  and 
a  specialist  was 
chosen  at  the 
head  of  each  di- 
vision. Since 
that  time  dairy 
husbandry    and 


■?*  i^*  -i 

^L      . ■*  ^ 

j 

a  •     -- 

1 

1  yL 

i  I 

**• 

1       jj 

1 

I'ender^asL  Hall. 


animal  husbandry  have  been  added.  The  Station  has  published  considerable  ma- 
terial relating  to  the  several  branches  of  agricultural  science;  memoirs  and  briefer 
papers  have  appeared  in  the  Annual  Reports  of  the  Station  and  in  the  series  of 
forty-four  Bulletins  thus  far  issued.  In  addition,  the  officers  of  the  Station  have 
prepared  much  copy  forthe 
agricultural  press  of  the 
state  and  for  the  publica- 
tions of  various  agricultu- 
ral and  related  associa- 
tions. The  Station  is  an 
important  aid  to  the 
School  of  Agriculture  and 
to  every  line  of  agricultural 
work,  both  theoretical  and 
applied,  carried  on  by  the 
University.  Although  only 
eight  years  old  the  Exper- 
iment Station  has  accomp- 
lished much  good  in  every 
line  of  work  it  has  con- 


Thc  Gymnasium. 


ducted.  When  it  shall  become  fully  equipped  with  men,  apparatus  and  material 
it  will  do  a  far  greater  work  in  benefiting  the  commonwealth  than  it  is  doing  at 
present  or  can  point  to  in  the  past. 

The    following  lines  of  work  may  be  mentioned    as  already    opening   rich 


The  Chemical  Laboratory. 


fields  of  return  :  Investigations  regarding  varieties  of  grains,  grasses  and  other 
forage  plants  and  their  adaptation  to  Minnesota  soil  and  climate;  the  adap- 
tation to  different  sections  of  the  state  of  vegetables,  small  fruits,  forest 
and    ornamental    trees;    tests    of  numerous    seedling,     small    and    tree    fruits 

originated  in  the  state 
and  placed  under  trial  by 
distribution.  We  can 
point  with  pride  to  the 
work  being  done  in  the 
way  of  originating  vari- 
eties of  wheat,  oats,  bar- 
ley, corn,  timothy,  clover 
and  other  grains  and  for- 
age crops  for  adaptation 
to  Minnesota  soils  and 
climate.  Many  of  the 
ordinary  farming  opera- 
tions are  being  investi- 
gated, particularly  those 
which  deal  with  field  and 
garden  tillage;  the  furrow 
slice  and  the  conservation 
of  moisture  around  the 
roots  of  growing  plants;  the  management  of  fields  and  the  rotation  of  crops.  In 
the  line  of  chemical  investigation  we  commend  the  work  which  the  Experi- 
mental Station  has  done  in  the  investigation  of  food  stuffs,  sugar  beets  and 
chemical  studies  instituted  in  an  extended  examination  of  Minnesota  soils.  A 
study  has  been  made  of  the 
chemical  history  of  several  im- 
portant agricultural  plants ; 
extensive  experiments  have 
been  performed  with  livestock. 
Studies  have  been  made  of  the 
cooking  of  human  foods.  Ev- 
ery aspect  of  the  dairy  indus- 
try is  receiving  careful  and  sci- 
entific attention.  The  Station 
has  begun  extensive  lines  of 
research  in  connection  with  the 
diseases  of  animals ;  valuable 
results  to  the  state  are  already 
being  realized,  especially  in  the 
practical  measures  being 
adopted  to  lessen  the  amount 

of  bovine  and  indirectly  of  human  tuberculosis.  A  most  complete  hospital  for 
the  treatment  of  animal  diseases  and  experimentation  upon  the  same  has  been 
provided.  Experiments  on  new  plans  of  medication  for  horses  promise  most 
satisfactory  results.  In  entomology  valuable  work  has  been  done;  we  need  only 
mention  the  restriction  upon  the   ravages  of  the  Rocky  Mountain  locust  and 


The  Veterinary  Hospital. 


—  60  — 


A                      v^^ 

.^^ 

I" 

J 

HMW 

chinch  bug.  The  ex- 
perimental work  is 
constantly  increasing 
in  importance.  The 
size  of  the  state  and 
its  varied  conditions 
of  soil  and  climate 
have  led  the  farmers 
to  call  for  several  sub- 
stations in  addition 
to  the  central  one, 
the  farm.  The  last 
Legislature  appropri- 
ated  $20,000  for  the 

_,     _.         _  establishment  of  two 

The  Sheep  Vara. 

such     stations    and 

$10,000  for  their  support.     Such  is  the  record  of  eight  years  of  active  existence. 

The  College  of  Law. 

The  conservative  tendency  of  the  governing  power  of  the  University  is  shown 
in  no  better  way  than  in  the  organization  of  the  professional  schools  of  the  in- 
stitution. The  College  of  Law  is  eminently  the  outgrowth  of  the  strong  public 
sentiment  in  the  state  for  such  a  school.  Many  inquiries  from  those  wishing  to 
become  students  in  1887  and  preceding  years  lead  the  Regents  to  believe  that  a 
law  department  in  the  University  would  meet  a  real  want  of  the  commonwealth  ; 
accordingly,  in  1888  they  voted  to  establish  the  department.  Honorable 
William  S.  Pattee,  of  Northfield,  was  elected  to  the  Deanship  of  the  College 
at  the  meeting  held  in  March.  The  history  of  the  school  has  proved  this  a  most 
excellent  choice.  Dean 
Pattee  had  since  1874 
been  a  resident  of  the 
state;  he  had  won  high 
reputation  as  teacher 
in  the  years  during 
which  he  was  at  the 
head  of  the  Northfield 
Public  Schools.  As  a 
lawyer  he  had  guarded 
the  welfare  of  that  city 
in  several  legal  battles 
during  the  years  it 
was  his  home.  His 
researches  into  the 
philosophy  and  sci- 
ence of  law  had  been 
the  recreation  of  a 
busy  life.  Service  in 
the  Legislature  had  The  Library. 


-61- 


The  Law  Building, 


Dean  Pattee's  Office. 


accustomed  him  to  parliamentary  practice.  In  the  work  of  instruction  a  number 
of  the  ablest  lawyers  in  the  state  have  been  invited  to  take  important  lecture- 
ships. Courses  of  lectures  from  several  of  these  gentlemen  have  been  secured. 
With  a  generous  regard  for  the  legal  education  they  gave  of  their  ability  and  expe- 
rience, and  in  many  instances  without  compensation.  The  names  of  such  noted 
lawyers  as  Senator  S.J.  K.  McMillan,  Hon.  Gordon  E.  Cole,  Hon.  Chas.  D.  Kerr, 
Hon.  G.  C.  Ripley,  Hon.  James  0.  Pierce,  Hon.  Chas.  B.  Flandreau,  Hon.  J.  M. 
Shaw  and  Hon.  C.  D.  O'Brien  appear  in  the  first  published  roster  of  the  faculty  of 
the  department. 

The  department  was  opened  for  teaching  in  September,  1888.  There  were 
about  thirty  students  present  when  Dean  Pattee  delivered  the  opening  lecture  in 
the  old  Chapel  in  University  Hall.  During  that  year  the  number  increased  to 
sixty-seven;  from  that  time  until  the  present  there  has  been  a  rapid  and  uninter- 
rupted growth,  both  in  the  number  of  students  and  the  efficiency  of  the  College, 
until  there  are  three  hundred  and  sixty-three  students  and  more  than  twenty  pro- 
fessors, teachers  and 
lecturers.  With  per- 
haps one  exception. 
that  in  New  York, 
there  has  never  been 
such  a  rapid  develop- 
ment of  a  law  school  in 
this  or  any  other  coun- 
try and  it  is  wholly 
without  parallel  if  we 
consider  the  fact  that 
the  institution  started 
ile novo  and  not  as  an 
offshoot  from  some- 
other  kindred  school. 
From  a  day  school 
with  one  course  the 
first  year,  it  has  devel- 
oped through  a  single 
course  of  two  years 
into  a  day  and  night 

school,  each  with  a  course  of  study  extending  over  three  years.  In  addition  to 
this  there  is  a  graduate  course  of  one  year,  attended  only  by  those  who  have 
received  the  degree  of  I.U  H.  from  this  or  some  other  law  school  of  equal  rank. 

The  graduate  courses  in  law  are  rapidly  becoming  a  marked  feature  of  the 
College.  The  table  of  attendance  given  below  shows  the  appreciation  of  stu- 
dents. It  is  regarded  as  the  most  valuable  year  in  the  school  by  all  whose  circum- 
stances will  permit  their  attendance.  In  these  courses  Minnesota  practice,  polit- 
ical science,  industrial  and  constitutional  law  form  the  more  important  subjects. 
One  adjunct  of  the  College  which  has  played  no  unimportant  part  in  its  suc- 
cess is  the  large  and  convenient  building  devoted  to  its  work.  It  was  erected  in 
1 889  and  comprises  sufficient  lecture  rooms  for  the  needs  of  the  corps  of  instruct- 
ors. This  building  also  contains  a  good  and  rapidly  growing  law  library 
arranged  in  a  large  and  well  lighted  reading  room.      Already  several  thousand 


.4  hectare  Roum. 


volumes.  The  generous  attitude  of  the  state  in  [furnishing  publications  for  ex- 
change has  placed  the  school  in  a  position  to  command  within  a  few  years  to 
come  one  of  the  largest  working  law  libraries  in  the  country. 

Dean  Pattee  has  devoted  himself  wholly  to  the  interests  of  the  College.  His 
skill  as  a  teacher,  his  wise  administration  and  his  attractive  personality  have 
won  the  highest  success  in  those  broader  and  more  essential  fields  than  mere 
numbers,  either  in  students  or  teachers,  could  have  shown. 

Further  it  may  be  said,  and  that  without  any  comparison  with  other  most 
excellent  men,  that  Mr.  James  Paige  has  been  since  1891  a  most  faithful  and 
efficient  member  of  the  Law  Faculty.  He  has  prepared  several  volumes  of  cases 
of  a  very  high  order  of  excellence,  which  are  used  with  satisfaction  in  other  law 
schools,  and  his  lectures  used  in  connection  with  these  books  are  most  methodi- 
cally arranged  and  clearly  stated.  His  quizzes  during  the  last  term  of  the  year 
are  exceedingly  searching  and  helpful. 

The  following  table  shows  the  enrollment  in  the  College  of  Law   since  its 


organization : 

/ 

989 

4 

63 

1890 
45 

89 

134 

1891 
59 

117 

176 

1892 

78 

19 

132 

229 

1893 

110 

20 

140 

7 
277 

1894 
114 

26 
145 

25 
310 

1895 

117 

25 

168 

334 

1896 

Middle 

24 

Totals 

67 

363 

The  Department  of  Medicine. 

The  original  College  of  Medicine  of  the  University  of  Minnesota  existed  in 
the  institution  merely  as  an  examining  board  organized  during  the  year  1883 
and  discontinued  by  the  Regents  in  the  spring  of  1888.  It  was  the  outgrowth  of 
a  statute  providing  for  a  State  Board  of  Medical  Examiners  and  that  the  pro- 
visions of  the  law  should  be  administered  by  the  Faculty  of  the  University 
Medical  College.  It  was  the  duty  of  the  Faculty  to  test  and  ascertain  by  exami- 
nations, experiments  and  other  appropriate  means  the  fitness  of  candidates  for 
the  practice  of  medicine  in  Minnesota,  and  to  recommend  them  to  the  Board  of 
Regents  for  the  appropriate  degrees.  No  instruction  was  ever  given  by  this 
College.  The  idea  prevailed  that  no  degrees  in  medicine  should  be  given  by  a 
teaching  Faculty  who  would  thereby  sit  in  judgment  on  their  own  pupils.  The 
adoption  of  the  present  medical  law  in  1887  relieved  the  Faculty  of  duty  as  an 
examining  board  and  retirement  resulted  as  soon  as  the  law  came  into  full  effect. 

Touching  the  administration  of  the  first  Department  of  Medicine  these  points 
may  be  briefly  stated.  The  first  Faculty  and  State  Board  of  Examiners  organ- 
ized consisted  of  Dr.  Chas.  N.  Hewitt,  Red  Wing,  Secretary  of  the  State  Board  of 
Health,  as  chairman;  and  Dr.  Perry  H.  Millard,  secretary  and  executive  officer. 
The  other  members  were  Dr.  Franklin  Staples,  of  Winona,  Professor  of  the 
Practice  of  Medicine;  Dr.  Daniel  W.  Hand,  of  j-'aint  Paul,  Professor  of  Obstet- 
rics and  the  Diseases  of  Women  and  Children ;  Dr.  Chas.  E.  Smith,  of  Saint  Paul, 
Professor  of  Materia  Medica  and  Therapeutics ;  Dr.  George  W.  Wood,  of  Fari- 
bault, Professor  of  Diseases  of  the  Nervous  System  and  of  Medical  Jurisprudence, 
and  Dr.  Charles  Simpson,  of  Minneapolis,  Professor  of  Pathology.  The  degree 
given  was  Bachelor  of  Medicine. 


—  65- 


\> 


For  some  years  before  the  institution  of  a  teaching  department  of  Medicine  in 
the  University  there  had  been  a  strong  feeling  on  the  part  of  the  physicians  in  the 
state  that  a  college  of  high  rank  for  education  in  medicine  should  be  opened.  The 
preliminary  steps  were  slowly  and  carefully  taken.  Dean  Millard  had  repeatedly 
urged  that  the  time  was  ripe,  that  the  auspicious  moment  had  arrived.  Yet  many 
things  served  to  delay,  as  in  many  an  important  undertaking,  and  full  fruition 
was  slowly  attained.  The  president  immediately  upon  his  arrival  in  1884  saw 
that  the  field  existed-  for  a  good  teaching  school  of  medicine.  He  therefore 
strongly  seconded  Dean  Millard's  efforts  and  with  the  able  assistance  of  such 
eminent  practitioners  as  Doctors  D.  W.  Hand,  F.  A.  Dunsmoor,  John  E.  Felton 
and  others,  the  cornerstone  was  laid  and  the  superstructure  soon  appeared. 


Medical  Hall. 

The  Department  of  Medicine  thereupon  organized  embraced  : 

First,  the  College  of  Medicine  and  Surgery. 

Second,  the  College  of  Homeopathic  Medicine  and  Surgery. 

Third,  the  College  of  Dentistry. 
The  Department  of  Medicine  now  in  operation  differs  fundamentally  from  the 
college  which  it  displaced  in  that  this  is  a  teaching  body ;  that  was  an  examining 
board.  Instruction  was  arranged  in  three  distinct  courses,  one  for  each  ol  the 
colleges  with  a  number  of  the  subjects  as  chemistry,  anatomy  and  other  primary 
branches  common  to  all.  Requirements  for  admission  were  placed  high  for  that 
time— only  eight  years  ago— that  the  profession  might  be  elevated  and  the  hands 
of  the  other  professional  schools  throughout  the  country  strengthened.      For  a 


—  66  — 


time  teaching  was  conducted  in  the  old  Medical  building  in  Saint  Paul  and  in  the 
Hospital  College  building  in  Minneapolis. 

The  three  colleges  above  named  constituted  the  Entire  department  until  the 
year  1892,  when  the  College  of  Pharmacy  was  added  by  the  Legislature  which 
appropriated  $5,000  therefor  and  directed  its  establishment. 

At  the  reorganization  in  the  institution  of  the  teaching  colleges  in  1888,  Dr. 
Millard  was  made  Dean  of  the  department  and  thus  continued  so  long  as  the 
affairs  of  the  colleges  were  jointly  administered.  He  was  assisted  by  a  secretary 
in  each  college.  The  growth  of  the  department  and  the  development  of  the  char- 
acteristic features  of  the  respective  schools  led  the  authorities  to  effect  a  reorgani- 
zition  under  which  each  college  was  in  charge  of  its  respective  Dean.  This  re- 
organization occured  in  1893,  and  Dean  Millard  of  the  department  of  Medicine 
continued  as  Dean  of  the  College  of  Medicine  and  Surgery;  Dr.  H.  W.  Brazie  was 
appointed  Dean  of  the  College  of  Homeopathic  Medicine  and  Surgery  ;  Dr.  C.  M. 
Bailey,  Dean  of  the  College  of  Dentistry;  F.J.  Wulling,  in  1892  elected  Professor 
of  Pharmacy,  was  at  the  reorganization  in  the  following  year  made  Dean  of  the 
College  of  Pharmacy.  These  gentlemen,  previous  to  the  reorganization,  had 
served  as  secretaries  of  their  respective  faculties.  The  only  subsequent  changes  in 
the  heads  of  the  several  colleges  are  these:  Dr.  A.  P.  Williamson  has  been  for  the 
past  year  and  is  now  Dean  of  the  College  of  Homeopathic  Medicine  and  Surgery, 
in  place  of  Dean  Brazie;  Dr.  Sudduth  who  for  two  years  was  Dean  of  the  College 
of  Dentistry,  resigned  in  the  spring  of  1895,  and  his  place  was  filled  by  the  appoint- 
ment of  Dr.  Thomas  E.  Weeks. 

Buildings:  The  properties  originally  used  for  teaching  were  rented  by  the 
Regents  for  the  nominal  sum  of  one  dollar  per  year.  The  first  building  of  the 
department  upon  the  Campus,  now  called  Medical  Hall,  was  erected  under  an 
appropriation  of  the  legislature  in  1891  and  occupied  in  October,  1892.  Almost 
at  the  same  time  the  smaller  building,  still  in  use  as  a  chemical  laboratory,  was 
completed  and  occupied.  The  former  structure  cost  $65,000  and  the  latter 
$6,500.  Just  occupied  at  the  present  writing  is  a  new  and  beautiful  light  brick 
structure,  facing  Pleasant  Street,  in  the  rear  of  the  Chemical  and  Physical  labora- 
tories. This  building  was  erected  and  equipped  for  $40,000,  appropriated  by 
the  legislature  of  1895.  It  marks  an  epoch  in  medical  education  in  the  state 
and  deserves  more  than  mere  mention.  It  is  constructed  to  meet  high  scien- 
tific demands.  It  consists  of  three  stories  and  a  high  basement,  75  by  150  feet  in 
area.  In  construction  it  is  slow  burning.  The  east  half  of  the  south  pavilion  is 
devoted  to  the  College  of  Pharmacy  and  is  separated  from  the  other  compart- 
ments by  a  fire  wall.  The  remainder  of  the  building  accommodates  (1)  the  labo- 
ratories of  histology  and  embryology,  (2)  the  laboratories  of  pathology  and 
bacteriology,  (3)  the  laboratories  of  physiology.  A  special  feature  of  the  base- 
ment is  a  series  of  capacious  cages,  aquaria,  breeding  ]>ens,  two  large  experimen- 
tal rooms  for  work  in  bacteriology  and  pathology,  another  for  embryology, 
together  with  the  necessary  preparation  and  store  rooms  for  carrying  on  the  work 
assigned  to  the  building.  The  first  floor  is  devoted  to  histology  and  contains  pri- 
vate laboratories  and  research  rooms  for  Dr.  Lee  and  the  other  officers  of  the 
department,  perfectly  lighted  students'  laboratories,  and  the  necessary  lecture 
rooms.  On  this  floor  there  are  also  rooms  for  the  bacteriological  work  of  the 
State  Board  of  Health,  of  which  board  Professor  Wesbrook  is  bacteriologist. 
The  second  floor  comprises  a  general  laboratory  of  pathology  and  bacteriology, 


4-4  by  72  feet,  with  attached  preparation  room,  office  and  private  laboratory  of 
Dr.  Wesbrook;  also  a  demonstration  room  and  a  laboratory  in  physiology.  The 
Ampitheatre  extends  from  this  floor  to  the  roof  and  will  accommodate  more 
than  two  hundred  students.  On  the  third  floor,  so  far  as  it  is  not  taken  up  by  the 
amphitheatre,  are  the  photographic  laboratories  and  the  museum  with  its  several 
work  and  preparation  rooms.  Taking  it  all  in  all  this  building  is  affirmed  to  be 
the  most  perfect  and  complete  for  the  uses  to  which  it  is  devoted  to  be  found  in 
the  United  States. 

The  securing  of  this  building  makes  possible  a  readjustment  of  work  in  the 
Laboratory  Building,  under  which  the  chemical  laboratories  will  occupy  its  entire 
space.  This  extension  will  enable  Professor  Bell  to  develop  the  Department  of 
Chemistry  along  greatly  needed  lines  of  practice  and  research.  The  total  cost  of 
the  buildings  to  the  present  time  as  shown  above  is  not  far  from  $111,500. 

Contemporaneous  with  the  inauguration  of  the  four  years'  courses  in  the  Col- 
leges of  Medicine  and  Surgery  and  of  Homeopathy,  the  occupancy  of  the  new  Labo- 
ratory Building  means 
more  than  the  mere  ad- 
dition of  facilities  for 
instruction.  The  de- 
velopment of  bacteri- 
ology by  the  appoint- 
ment of  Dr.  F.  F.  Wes- 
brook, who  entered 
upon  his  duties  in  Oc- 
tober last,  and  the 
lengtheningofthetime 
given  to  this  branch; 
the  development  of  the 
work  in  histology ,  and 
the  emphasis  placed 
upon  chemistry  and 
biology  as  subjects  for 
admission,  all  point  to 
more  exacting  and 
more  scientific  courses 
in  medicine  than  have 
ever  before  been  required  in  the  western  states.  Conditions  are  clearly  pointing 
to  the  requirement  in  the  near  future  of  a  full  college  course  of  resectable  rank 
for  admission  to  this  vigorous  group  of  colleges. 

In  speaking  of  the  leading  features  of  the  different  colleges  in  this  department 
it  is  natural  to  speak  first  of  the  College  of  Medicine  and  Surgery,  since  this 
has  in  several  ways  played  a  leading  part  in  the  development  of  the  department. 
This  college  aims  at  no  especial  and  strong  features,  but  rather  to  be  and  con- 
tinue to  be  a  well-balanced  organization.  That  it  is  such  is  shown  by  the  fact 
that  over  ninety-nine  per  cent  of  its  students  have  passed  successfully  the  test  of 
examination.  Inasmuch  as  Michigan  shows  only  ninety-four  per  cent,  the  high 
figure  of  Minnesota  is  suggestive. 

The  College  of  Homeopathic  Medicine  and  Surgery  shows  an  equally  credit- 
able record.    The  cities  of  Saint  Paul  and  Minneapolis  for  a  quarter  century  have 


Medical  Chemistry  Laboratory. 


—  68  — 


r~n 


3cu«i  ric  pi» 


Lrtbotv\1ory  of  rlotolocjy.cU 
Univ*er)ity   «f  /linnoota 
;•<*!,  c\  Tftt   • ■ 


10  M 


_AboMhi<^  of  L— J    ^ 


TU,i   Ti,    .    Pl„n 


"Histology— General  L,oboratoiy, 


Histology  and  Embryology — General  Laboratory. 


been  a  center  of  homeopathic  patronage  and  interest.  Hospitals  and  clinics  offer 
unrivaled  advantages  to  students  for  those  practical  points  so  essential  in  the 
professional  education  of  successful  physicians.  The  gentlemen  who  occupy  the 
several  chairs  in  this  College  are  enthusiasts;  they  have  won  high  reputations  in 
their  respective  specialties  and  have  given  to  the  College  a  reputation  second  to 
none  for  thoroughness  and  efficiency. 

The  seven  years'  existence  of  the  College  of  Dentistry  has  been  a  period  of  un- 
interrupted success  and  usefulness.  The  last  four  years  have  been  passed  upon 
the  Campus.  The  effort  of  the  Faculty  from  the  very  outset  has  been  first  of  all 
to  secure  the  very  best  preparation  possible  in  the  constituency  for  entrance  upon 
professional  studies,  and  secondly,  to  give  such  thorough  scientific  training  as 
will  make  the  student  ready  for  the  best  professional  work.  The  central  idea  of 
the  institution  is  that  dentistry  is  a  healing  art.  The  ideal  has  always  been  high; 
accordingly,  graduate  work  and  original  research  have  been  offered  and  strongly 
encouraged.  It  is  a  matter  of  pride  that  no  graduate  of  the  college  has  yet 
failed  to  pass  the  required  examination  before  the  State  Board  of  Dental  Examin- 
ers. The  following  features  of  the  college  are  named  because  they  are  believed  to 
be  unique:  The  dental  branches  are  taught  by  manual  training  and  laboratory 
methods;  the  instruction  from  the  rostrum  is  intended  only  to  direct  the  various 
operations;  members  of  the  Faculty  are  constantly  in  attendance  in  infirmary 
and  laboratory;  the  scientific  and  professional  laboratories  of  the  whole  Univer- 
sity are  brought  into  use  in  perfecting  the  education  of  students.  By  close  rela- 
tionship with  the  whole  University,  the  broadest  university  spirit  is  cultivated. 

The  College  of  pharmacy,  although  the  youngest  in  this  group  of  colleges, 
is  proving  a  most  vigorous  associate.  The  laboratory  method  is  a  marked 
feature  of  its  work.  The  new  building  into  which  the  college  has  but  recently 
moved  will  give  much  needed  space  for  the  development  of  this  peculiar  feature  of 
the  college  work  and  soon  render  it  the  most  conspicuous  one.  Eight  thousand 
feet  of  floor  space  are  devoted  to  it;  the  basement  affording  a  laboratory  for 
pharmaceutical  chemistry  and  storage;  the  first  floor,  the  office  and  space  for 
botany  and  pharmacognosy;  the  pharmacological  laboratories  and  prescription 
department  occupy  the  upper  floors. 

The  various  steps  that  have  been  taken  to  advance  the  standard  of  the  several 
colleges  by  requiring  higher  attainments  for  admission,  longer  attendance  on 
lectures  and  more  hours  of  daily  application  have  never  diminished  the  attend- 
ance. It  is  everywhere  recognized  that  in  no  department  of  learning  are  inferior 
attainments  so  dangerous  as  in  medicine.  Numbers  have  uninterruptedly  in- 
creased from  the  opening  of  the  department  until  the  present  time.  With  the  cur- 
rent year  all  courses  in  medicine  have  been  increased  to  four  years.  Students, 
however,  coming  from  accredited  colleges  may,  by  submitting  satisfactory 
credits  in  chemistry  and  biology,  complete  their  course  in  three  vears.  The  en- 
rollment of  the  several  colleges  from  the  institution  of  the  department  to  the  cur- 
rent year  has  been  as  follows : 

1889  1890         1891  1892  1893  1894  1895         1896 

Medicine  and  Surgery..     75 
Homeo.  Med.  and  Sur..     13 

Dentistry 22 

Pharmacy 

Unclassed  students 6 

Graduate   students 

Total  students 116 

Total  graduated 

—  71  — 


[890 

1891 

1892 

1893 

1894 

1895 

87 

124 

133 

138 

169 

206 

8 

15 

19 

24 

17 

29 

28 

36 

39 

58 

40 

64 

11 

20 

26 

4 

15 

34 

10 

38 

52 

127 

190 

225 

271 

284 

378 

58 

50 

77 

Pharmacological  Laboratory. 


Pharmacy— Laboratory  Pliurmucognosy. 


Laboratory  of  Mci/ical  Chemistry. 


With  such  a  record  who  can  deny  that  the  Medical  Department  of  the  Univer- 
sity of  Minnesota  has  been  one  of  the  most  successful  ever  founded  in  America 
and  that  its  future  is  remarkably  bright  and  hopeful. 

i2P*  *&*  *&*  t^* 

The  quarter  of  a  century  of  the  University's  existence  has  been  one  uninter- 
rupted period  of  rapid  expansion  in  every  line  of  educational  activity.  No- 
where is  this  develop- 
ment more  apparent 
than  in  the  general  li- 
brary, to  which  we  all 
look  withes pecial 
pride.  President  Fol- 
well  took  this  line  of 
work  under  his  charge 
at  the  very  outset  and 
piloted  it  through  the 
dark  days  of  the  Uni- 
versity'searly  history, 
until  today  it  com- 
prises upwards  of 
40,000  volumes,  care- 
fully selected.  Atten- 
tion has  been  directed  in  late  years  toward  placing  in  the  General  Library  such 
books  and  periodicals  as  pertain  to  the  lines  of  study  and  research  carried  on  at 
the  institution. 

Its  present  location  in  the  new  building  makes  its  facilities  for  access  unex- 
celled. Students  are  permitted  to  handle  the  books  freely  and  urged  to  use  them 
as  tools  in  the  prose- 
cution of  the  different 
phases  of  intellectual 
work.  Side  by  side 
with  the  General 
Library  are  grouped 
many  special  libraries 
of  the  greatest  impor- 
tance and  convenience 
to  those  students  who 
are  engaged  in  special 
lines  of  investigation. 
In  number  and  char- 
acter the  publications 
placed  in  these  libra- 
ries are  an  excellent 
selection  of  standard 
works  relating  to  spe- 
cial subjects.  The  Law  Library,  that  of  Medicine,  Agriculture,  the  several  lines  of 
Engineering,  Botany,  Zoology,  Geology,  Chemistry,  Greek  and  Latin  can  only 
be  enumerated. 


1 

•'MH 

rjasr.*-**^ 

Dentistry — The  Operating  Room. 


—  73- 


Physiology — Laboratory. 


Bacteriology  -Culture  Room, 


Intimately  associated  with  the  intellectual  life  of  the  University  are  the  numer- 
ous literary  societies  which  meet  once  a  week  and  afford  excellent  opportunities 
for  practice  in  extemporaneous  speaking  and  parliamentary  procedure,  cultivating 
those  qualities  which  aid  in  projecting  an  educated  man  or  woman  into  the  activi- 
ties of  life.  From  the  very  first  much  attention  was  given  to  oratpry  and  debat- 
ing. This  has  been  greatly  stimulated  through  the  active  interest  of  Regent 
Pillsbury,  who  for  some  years  has  annually  given  three  prizes  in  oratory. 

Simultaneous  with  the  department  libraries,  various  societies  and  journal 
clubs  have  been  organized  for  the  advancement  of  learning  and  general  culture 
among  the  students  in  the  different  departments. 

The  University, though  strictly  non-sectarian, is  not  without  the  healthful  and 
stimulating  influence  of  numerous  religious  organizations.  These  organizations 
have  steadily  grown  in  prosperity  and  are  an  important  factor  in  university  life. 
A  special  feature  of  their  usefulness  is  in  the  interest  which  these  organizations 
take  in  securing  rooms,  boarding  places  and  employment  for  new  students  as  they 
cuter  at  the  beginning  of  the  year. 

The  social  interests  of  university  life  are  largely  centered  about  the  fraternities, 
which,  in  all  their  essential  features,  are  like  those  of  other  institutions.  Over 
twenty  different  fraternities  and  sororities  have  an  existence  here,  but  by  far  the 
larger  portion  of  the  student  body  is  still  outside  of  the  fraternity  circles. 

In  athletics  there  has  grown  up  a  general  interest.  The  base  ball  and  foot 
ball  teams  have  won  many  laurels  for  the  institution,  and  Field  Day  is  always 
looked  to  as  one  of  the  interesting  events  of  Commencement  week. 

Record  of  Attendance  in  the  Several  Lines  of  Work  in  the  University,  1867-1896. 


YKAR 

Latin 
and 
Prep. 

School 

of 
Agric. 

Artisan 
tv:  Sum. 
School 

Special 
All 

Aca- 
demic 

Grad- 
uates 

Profes- 
sional 

Totals 

In- 
struc- 
tors 

72 

109 

213 

•-'+5 

25  1. 

204 

216 

183 

131 

11  1 

138 

187 

190 

108 

66 

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53 

59 

54 

113 

98 

52 

46 

46 

72 

109 

230 

301 

321 

265 

289 

287 

247 

267 

304 

371 

386 

308 

271 

355 

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278 

310 

411 

412 

491 

793 

1002 

1195 

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3 

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3 

1869 

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12 

17 

34 

15 

29 

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110 

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185 

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159 

176 

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97 

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1895 

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Q 


UNIVERSITY  OF  CALIFORNIA  LIBRARY 
BERKELEY 

Return  to  desk  from  which  borrowed. 

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REC'D  LD 

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(\UQ4   t9S 

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MAY  18 1962 

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